Journal of Medical Education and Curricular Development最新文献

{"title":"Benefits and Challenges of Digital Technologies in Health Professions Education: Insights From Nursing and Medical Radiologic Technology Students in Ethiopia.","authors":"Marema Jebessa Kumsa, Berhanu Abera Kibret, Tefera Tadesse Jimma","doi":"10.1177/23821205261489022","DOIUrl":"10.1177/23821205261489022","url":null,"abstract":"<p><strong>Introduction: </strong>Digital technologies are increasingly integrated into health professions education. However, their use by students in low-income countries has not been extensively studied. In this context, the balance between using these tools to build clinical competencies and the challenges involved remains unclear. This study explored the utilization, perceived benefits, and challenges of digital technology in classroom and clinical placement learning among nursing and radiologic technology students.</p><p><strong>Methods: </strong>A descriptive qualitative study was conducted among nursing and medical radiologic technology students at Addis Ababa University, Arba Minch University, and Hawassa University in Ethiopia. Semi-structured interviews were conducted between August 10 and September 25, 2025, with nineteen third- and fourth-year nursing and medical radiologic technology students. Interview transcripts were analyzed thematically.</p><p><strong>Results: </strong>Three main themes emerged: Use and Application of Digital Technologies in Health Professions Education, Perceived Effects of Using Digital Technology in Health Professions Education, and Student-Recommended Solutions to Digital Technology-Induced Problems. The first theme, use and application of digital technologies in health professions education, included subthemes: digital technologies for theoretical academic learning and digital technology use in the development of clinical skills. The second theme, perceived effects of using digital technology in health professional education, included subthemes: advantages of digital technology utilization for learning in health profession education and drawbacks of using digital technology for learning in the health profession.</p><p><strong>Conclusions: </strong>While digital technologies are increasingly used by health professions students to support theoretical learning and clinical skills, their influence remains limited by inadequate digital infrastructure, limited digital and AI literacy, and unregulated use. To ensure these technologies optimize health professions education, higher education institutions must strengthen digital infrastructure, integrate digital and AI literacy into curricula, and develop clear digital technology and resource usage guidelines for responsible academic use.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261489022"},"PeriodicalIF":2.0,"publicationDate":"2026-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13571007/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148963893","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 Pilot Study of a CustomGPT for the Royal College of Ophthalmologists Curriculum 2024.","authors":"William Purcell, Vikas Chadha, Devina Gogi, Vernon Long, Aabgina Shafi, Yashin Ramkissoon","doi":"10.1177/23821205261474025","DOIUrl":"10.1177/23821205261474025","url":null,"abstract":"<p><strong>Background: </strong>Large language models (LLMs) employ transformer architectures to generate contextually appropriate responses and are increasingly applied in medical education. To support implementation of the Royal College of Ophthalmologists (RCOphth) Ophthalmic Specialist Training (OST) Curriculum 2024, the Yorkshire & Humber School of Ophthalmology developed a CustomGPT trained exclusively on official RCOphth curriculum documents. This study evaluated its usability, effectiveness, and accuracy.</p><p><strong>Methods: </strong>A pilot study invited ophthalmology trainees (ST1-ST7, Fellows) and trainers (Consultants, Supervisors, Tutors, Programme Directors) to use the CustomGPT over a three-month period (April to June 2025). Quantitative feedback (Likert scales) assessed relevance, ease of use, and satisfaction, while qualitative feedback explored perceived value and limitations. Accuracy was evaluated by comparing responses from the CustomGPT and the RCOphth Training Committee (TC) Chair to ten authentic curriculum queries.</p><p><strong>Results: </strong>Twenty-eight participants (14 trainees, 14 trainers) completed the survey; only 21% were regular AI users. Mean scores were high for relevance (4.21/5), ease of use (4.38/5), and satisfaction (4.10/5), with 86% reporting time savings and 75% rating their likelihood of recommending the tool as 8/10 or higher. Qualitative data highlighted concise, accurate, and well-structured responses but noted occasional technical issues and rigid interpretation of complex queries. Comparative analysis showed strong alignment with the TC Chair, though the GPT sometimes demonstrated greater precision in referencing but less flexibility in interpretation.</p><p><strong>Conclusions: </strong>A curriculum-specific GPT can provide rapid, accurate guidance, reducing ambiguity and improving efficiency. When integrated into training platforms, such tools can enhance curriculum accessibility in postgraduate medical education.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261474025"},"PeriodicalIF":2.0,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13570001/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148956715","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":"Harmonising Competency-Based Medical and Dental Curricula in Ghana.","authors":"Kwaku Asah Opoku, Eric N Y Nyarko, Akua B Konadu, Aaron Drovandi, Alfred E Yawson, Sandra Hewlett, Divine N Banyubala, Silke Conen, Dhammika Deepani Siriwardhana, Lucie Byrne-Davis, Jo Hart","doi":"10.1177/23821205261469955","DOIUrl":"10.1177/23821205261469955","url":null,"abstract":"<p><strong>Background: </strong>Competency-based education improves the quantity and quality of healthcare professionals, though many countries are yet to transition from traditional education. This study aimed to identify competencies for medical and dental undergraduates in Ghana, and explore experiences and perceptions of implementing competency-based education in medical and dental undergraduate programmes in Ghana.</p><p><strong>Methods: </strong>A two-day consensus workshop was held, alongside semi-structured interviews with medical and dental leadership in Ghana, and an online survey of medical and dental faculty and students. In the workshop, a nominal group technique was used to reach consensus on competencies. Interviews explored perceptions of competency-based education and its implementation with medical and dental leaders. The online survey was distributed across all faculty in medical and dental schools in Ghana and cascaded to students to explore perceptions of competency-based education amongst faculty and student stakeholders. Interview and survey participant characteristics are narratively summarised, with open-ended survey responses and interview transcripts undergoing content and thematic analysis respectively.</p><p><strong>Results: </strong>Twenty-six leaders took part in the consensus workshop, with 18 of these interviewed. Completed surveys were received from 70 participants. A ten domain, 63-item competency framework for medical and dental graduates in Ghana was produced. Competency-based education was perceived positively by all stakeholder groups, and reported as the way forward in medical and dental education in Ghana through producing more confident and competent graduates. Challenges were raised, including ensuring stakeholder buy-in, organising regulator and institution communications, and securing physical infrastructure, digital resources and funding. The concept of harmonising curricula was positively received, having been previously attempted by several institutions in Ghana, but the same challenges affecting its development and implementation were identified.</p><p><strong>Conclusion: </strong>The harmonised competency-based outcomes framework developed in this study serves as a starting point in ensuring the consistent production of high quality medical and dental graduates in Ghana. Implementation will require the regulator leading and monitoring individual institutions for compliance and providing support.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261469955"},"PeriodicalIF":2.0,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13554532/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148921365","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 Two-Year Regional Attitudinal Survey of Postgraduate Medical Trainees in North West England: A Regional Companion to National Benchmarking.","authors":"Thomas Watson, Caitlin Ryder, Wiebke Wentzlau, Rajkumar Parikh, Ayodele Sasegbon","doi":"10.1177/23821205261469953","DOIUrl":"10.1177/23821205261469953","url":null,"abstract":"<p><strong>Background: </strong>The General Medical Council (GMC) National Training Survey (NTS) provides comprehensive national benchmarking of postgraduate medical training in the UK and has consistently highlighted high levels of satisfaction with supervision alongside persistent challenges relating to trainee wellbeing, discrimination, and workforce pressures. While invaluable, its national scope limits detailed interrogation of region-specific training processes and the evaluation of local interventions. This study reports a two-year regional trainee attitudinal survey from the North West of England, designed to supplement national GMC findings through increased granularity and to explore changes following local initiatives.</p><p><strong>Methods: </strong>A structured, anonymous survey was distributed to all postgraduate medical trainees in the North West Deanery in 2023 and repeated in 2024. The questionnaire covered demographics, teaching and learning opportunities, supervisory support, usability of the new curricula, access to study budgets, and experiences of discrimination. Responses were analysed descriptively and compared across years. Findings were interpreted alongside GMC NTS results from 2023-2025.</p><p><strong>Results: </strong>Responses were received from 166 trainees in 2023 and 151 in 2024. Modest numerical improvements in satisfaction with teaching opportunities and high, stable satisfaction with supervisory support were observed, consistent with national trends. The proportion of trainees working less-than-full-time increased significantly. Although numerical reductions in reported discrimination were seen following the introduction of bystander training, these changes were not statistically significant. Persistent challenges regarding study budget sufficiency and reimbursement were observed across both survey years.</p><p><strong>Conclusions: </strong>This regional survey demonstrates trends aligned with national GMC findings while providing additional, deanery-level insight into locally modifiable aspects of training. Regional trainee surveys represent a valuable adjunct to national benchmarking by enabling contextualised interpretation of national data and cautious evaluation of local interventions.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261469953"},"PeriodicalIF":2.0,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13554547/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148921405","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":"Assessment Design in the Era of Large Language Models: Evidence From Japanese Health Professions Licensing Examinations.","authors":"Toshitsugu Sakurai, Daichi Aizawa, Kazuyoshi Okawa, Ryo Kofuchi, Masatsugu Hirota, Hiroya Gotouda, Takatsugu Yamamoto, Chikahiro Ohkubo","doi":"10.1177/23821205261483568","DOIUrl":"10.1177/23821205261483568","url":null,"abstract":"<p><strong>Background: </strong>The rapid development of large language models (LLMs) has raised questions about the continued educational value of conventional assessment formats in health professions education. This study evaluated how examination type, search access, image-based question characteristics, and item format influenced LLM accuracy in Japanese national licensing examinations for physicians, dentists, and pharmacists.</p><p><strong>Methods: </strong>Questions from the 2025 academic-year Japanese national licensing examinations administered in early 2026 were analyzed, including 400 medical, 360 dental, and 345 pharmacist questions. Multiple LLMs were assessed under search-on and search-off conditions. Questions were classified by examination type, image presence, image type, and item format. Accuracy was determined using official answer keys, and item-level comparisons were performed using McNemar and chi-square tests. Holm-adjusted sensitivity analyses were conducted to account for multiple comparisons.</p><p><strong>Results: </strong>Accuracy was highest in the medical examination, intermediate in the pharmacist examination, and lowest in the dental examination. Search access did not consistently improve performance and significantly reduced accuracy in selected model-examination combinations. Image-based questions substantially decreased accuracy, particularly in the dental examination, with reductions of approximately 17 to 28 percentage points; these dental image effects remained significant after Holm adjustment. In contrast, most item-format differences did not remain statistically significant after correction.</p><p><strong>Conclusions: </strong>LLM performance in licensing examinations was strongly influenced by domain, search access, and visual characteristics, whereas associations with response format were less consistent and model-dependent. These findings may inform assessment design and AI literacy education by clarifying how domain, visual demands, search access, and response structure influence LLM performance. Future assessments should prioritize construct-relevant professional competencies and evaluate both independent reasoning and the critical, ethical use of AI.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261483568"},"PeriodicalIF":2.0,"publicationDate":"2026-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13554591/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148921403","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 Versus Traditional Lecturing for Outbreak Investigation Among Medical Students: A Randomized Controlled Trial.","authors":"Rana Sajawal Joiya, Eisha Mansoor, Muteeah Amjad, Minahil Mazhar, Muhammad Umar Ahsan, Sher Afgan Ali Khan Burki, Daniyal Javed, Rabail Fatima, Muskan Sajid, Muhammad Robas Zia, Nouman Asad, Muhammad Saeed, Somaiya Ahmed","doi":"10.1177/23821205261479941","DOIUrl":"10.1177/23821205261479941","url":null,"abstract":"<p><strong>Introduction: </strong>Training in outbreak investigation is essential for public health readiness. This study examines how simulation-based training improves medical students' outbreak investigation skills compared to conventional lecture techniques.</p><p><strong>Methods: </strong>We conducted a Randomized Controlled Trial (RCT) at Combined Military Hospital (CMH) Lahore Medical College over an eleven-month period. Participants were recruited from 4th-year MBBS students without any prior outbreak investigation training. Participants were randomized to control (lecture) (n = 45) and intervention (simulation) (n = 42) groups. Simulation-based training involving a Cholera outbreak scenario was compared to traditional lecture-based teaching. Pre and post-intervention assessments were used to measure knowledge, skills, and attitudes. Statistical analyses included t-tests and descriptive statistics.</p><p><strong>Results: </strong>Simulation-based training resulted in a significantly greater improvement in knowledge and skills compared to the control group (p < 0.001). No statistically significant improvement in attitudes was observed (p = 0.068 within simulation group; p = 0.866 between groups).</p><p><strong>Discussion: </strong>Simulation-based training was associated with greater improvement in knowledge and skills than traditional lecture-based teaching, while no significant difference was observed in attitudes. Although both groups showed increases in scores, simulation-based training was associated with greater improvement in knowledge and skills related to outbreak investigation. The outcomes specify that in order to achieve complex learning requirements, medical education needs a variety of scholastic approaches.</p><p><strong>Conclusion: </strong>Simulation-based training was associated with greater improvement in knowledge and skills compared to traditional teaching. To augment educational outcomes and qualify aspiring healthcare professionals for real-world challenges, preceptors should think about incorporating simulation-based training into their curriculum.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261479941"},"PeriodicalIF":2.0,"publicationDate":"2026-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13554692/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148921429","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":"Academic Experiences, Curriculum Perceptions, and Professional Readiness Among Dental Students in Saudi Arabia: A Cross-Sectional Study.","authors":"Abdullah F Alshammari, Sarah A Alenezi, Abdulkarim A Alnasrallah, Ahmed R Alshabrami, Lama Abdullah Alrayes, Ahmed A Madfa","doi":"10.1177/23821205261458503","DOIUrl":"10.1177/23821205261458503","url":null,"abstract":"<p><strong>Background: </strong>Dental education is undergoing continuous development to align with evolving healthcare demands. Understanding students' academic experiences, curriculum perceptions, research involvement, and career expectations is essential for improving training quality. This study aimed to assess these factors among dental students.</p><p><strong>Methods: </strong>This cross-sectional descriptive study included 194 dental students from the second year to the internship level. Participants were recruited using convenience sampling. Data were collected through a structured, self-administered questionnaire assessing academic experiences, curriculum perceptions, research involvement, community engagement, and career expectations. Descriptive statistics and chi-square tests were performed, with significance set at p < .05.</p><p><strong>Results: </strong>Of the participants, 56.7% were female, and 43.3% reported having considered leaving dental school. Research involvement was reported by 40.7% of students, with lack of knowledge and time constraints identified as key barriers. Time-management difficulties were the most commonly reported academic challenge (33.0%). Perceptions of the curriculum were divided, with significant differences observed across academic levels (p = .020). Differences between preclinical and clinical training were reported by 48.5% of students (p < .001). Career expectations were generally high (65.5%), although they varied significantly across academic levels (p = .001).</p><p><strong>Conclusion: </strong>Dental students reported varied academic experiences, with challenges in time management, research engagement, and clinical transition. These exploratory findings highlight the need for targeted educational support and further validation.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261458503"},"PeriodicalIF":2.0,"publicationDate":"2026-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13554693/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148921379","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":"Medical Student-Perceived Barriers, Facilitators, and Considerations Regarding Clinical Empathy Training: A Qualitative Study.","authors":"Shira Gertsman, Anushka Nair, Jason Wang, Connie Li, Sarah Klapman, Johanna Shapiro, Connie Williams","doi":"10.1177/23821205261484413","DOIUrl":"10.1177/23821205261484413","url":null,"abstract":"<p><strong>Introduction: </strong>Clinical empathy involves understanding a patient's illness experience and acting on it to provide collaborative care. Despite evidence that clinical empathy leads to improved patient outcomes and physician wellbeing, clinical empathy declines in medical students during training. The primary objective of this study was to explore medical students' perspectives on how elements of medical education influence their clinical empathy.</p><p><strong>Methods: </strong>We conducted a qualitative focus group study using adapted constructivist grounded theory methodology. Students from Ontario medical schools took part in semi-structured virtual focus groups between April 2022 and March 2023. Transcripts were coded using constant comparison and adapted into visual networks to conceptualize students' experiences with clinical empathy training. Feedback on current curricular elements was analyzed descriptively.</p><p><strong>Results: </strong>Twenty students participated in five focus groups. The resultant conceptual model illustrated that students learn empathy mostly from structured teaching in preclerkship and the 'hidden curriculum' in clerkship. How these experiences affect empathy depends on personal factors (inherent empathy, wellness, cognitive load), preceptor factors (modelling, specialty, behaviour toward learners, burnout) and school factors (curriculum, assessment). Students identified targets for improvement, including integrating humanistic and medical teaching, involving patients in education, promoting interdisciplinary experiences, and teaching psychologically-safe empathy practices.</p><p><strong>Conclusion: </strong>Although educational interventions targeting empathy can have positive effects, they can prompt students to deprioritize empathy if implemented incorrectly. A focus on student well-being, supportive learning environments, and empathetic preceptor behaviour is necessary for students to yield optimal benefit from these interventions.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261484413"},"PeriodicalIF":2.0,"publicationDate":"2026-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13554687/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148921391","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":"Estimating Clinical Manifestations in Cell Biology Teaching is a Suitable Active Element for Teaching Beginning Medical Students.","authors":"Pavel Dvorak, Zbynek Tonar","doi":"10.1177/23821205261478406","DOIUrl":"10.1177/23821205261478406","url":null,"abstract":"<p><strong>Objective: </strong>Cell biology courses in medical education often emphasize molecular detail without sufficient clinical integration, which can reduce student motivation and hinder application of knowledge. Embedding diagnostic reasoning into basic science teaching may enhance engagement and relevance. We developed short, task-based exercises in which students are actively encouraged to infer potential clinical symptoms of genetically determined diseases from cellular mechanisms.</p><p><strong>Methods: </strong>Each task followed three steps: (1) introduction to a specific cellular process, (2) guided prediction of clinical manifestations resulting from dysfunction of key proteins, and (3) verification of hypotheses through published literature. Tasks were implemented into first-year medical student seminars of Medical Biology in both face-to-face and online formats. Evaluation was based on assessments by experienced teachers and a student questionnaire at the end of the course.</p><p><strong>Results: </strong>Two illustrative tasks were presented: role of adhesion proteins in leukocyte extravasation, linked to leukocyte adhesion deficiency syndromes, and sarcolemma-cytoskeleton interactions, associated with various muscular dystrophies. Teachers as well as students consistently rated the tasks positively in surveys conducted. Better understanding of the connection between cellular mechanisms and clinical symptoms, greater confidence in diagnostic reasoning, and an increased ability to search and interpret scientific literature were reported. Based on the evaluation, modifications to the learning outcomes were proposed to place greater emphasis on the ability to draw conclusions from cellular processes.</p><p><strong>Conclusion: </strong>Integrating short, clinically anchored exercises into cell biology teaching provides an effective means of activating student learning and fostering early diagnostic reasoning. This approach strengthens the perceived relevance of basic science, supports critical thinking, and offers a scalable model for enhancing preclinical medical curricula.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261478406"},"PeriodicalIF":2.0,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13539034/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148889052","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":"Factors Associated With Migration Intentions Among Talented Medical Students in Iran: Cultural, Educational, and Social Correlates.","authors":"Nabi Jomehzadeh, Fatemeh Jahangiri Mehr, Mehdi Sayyah","doi":"10.1177/23821205261486229","DOIUrl":"10.1177/23821205261486229","url":null,"abstract":"<p><strong>Background: </strong>Healthcare brain drain challenges health systems in developing countries, and Iran loses considerable medical talent annually. Bright Talents Committee medical students are pivotal to the national health system yet exhibit high emigration propensity. This study examined the cultural, educational, and social correlates of migration intention, alongside demographic differences.</p><p><strong>Methods: </strong>In this descriptive-analytical cross-sectional study, 150 talented students (professional doctorate/postgraduate) from Iran's Region 4 were surveyed using validated tools: Neill's Educational Satisfaction Questionnaire, Pascarella and Terenzini's Institutional Integration Scale, and Seeman's Cultural Alienation Questionnaire. Migration intention was assessed via a 5-point Likert scale (Cronbach's α=0.85). Data were analyzed (SPSS 26) using Pearson correlations, t-tests/ANOVA, and multiple linear regression. Sample size was determined a priori by power analysis (medium effect, power=0.80, α=0.05). Inclusion criteria were registration in a Region 4 Bright Talents Committee program, current student status, and written informed consent; students with over six months of prior study or work abroad were excluded.</p><p><strong>Results: </strong>Migration intention was high (51.2% scoring ≥4; M=3.8/5, SD=0.9). Cultural factors were significantly associated with migration intention (r=0.367, p<0.001; unstandardized B=0.10, p=0.001; R²=0.14), whereas the bivariate associations for social (r=-0.166, p=0.050) and educational factors (r=-0.217, p=0.031) did not remain significant in the multivariable model (B=-0.04, p=0.409 and B=-0.01, p=0.592). Social factors differed by gender (p=0.032), cultural factors by marital status (p=0.041), and social factors and educational satisfaction by economic status (p<0.05 each). Age, GPA, and field/level of study showed no significant associations (p>0.05).</p><p><strong>Conclusion: </strong>Cultural alienation was the strongest correlate of migration intentions, though the cross-sectional design precludes causal inference. The attenuation of educational and social associations in the multivariable model suggests substantial shared variance with cultural alienation. These findings highlight cultural belonging as a target for student support and retention policy, pending careful appraisal of specific interventions.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261486229"},"PeriodicalIF":2.0,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13538994/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148889030","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}