Journal of Medical Education and Curricular Development最新文献

{"title":"Applying the Nedelsky Defensible Standard Setting Method in Undergraduate Obstetrics and Gynecology Assessment: A Cross-Sectional Study in a Resource-Limited Context.","authors":"Hieu Anh Bui, Vu Xuan Nguyen, Vy Thanh Thi Tran, Trang Khanh Nguyen Huynh, Hao Trong Nguyen","doi":"10.1177/23821205261447316","DOIUrl":"https://doi.org/10.1177/23821205261447316","url":null,"abstract":"<p><strong>Background: </strong>Defensible standard setting is a cornerstone of competency-based medical education. However, many institutions still use arbitrary pass marks such as 50% without empirical justification. This study aimed to apply the Nedelsky method-a defensible, criterion-referenced standard setting approach-to determine the minimal passing score for the final examination of the Obstetrics and Gynecology (OBGYN) course at Pham Ngoc Thach University of Medicine, Vietnam, and to compare it with the conventional Cohen method.</p><p><strong>Method: </strong>A four-step Nedelsky procedure was implemented to establish a defensible passing standard for a 50-item multiple-choice examination administered to fourth-year medical students on December 3, 2022. Three trained assessors independently estimated the number of distractors that a minimally competent candidate (MCC) could eliminate for each question, from which the Minimal Passing Level (MPL) was calculated. Subsequently, a cross-sectional analysis was conducted on 808 students to determine the pass and fail rates using both Nedelsky and Cohen methods. Statistical comparison was performed using the McNemar's test for paired categorical data.</p><p><strong>Results: </strong>The mean MPL derived from three assessors was 65%, corresponding to 33 correct answers as the passing score. According to this standard, 183 of 808 students (23%) passed the examination, while 625 (77%) failed. In contrast, using the Cohen method (cut-off = 55%), 416 students (51%) failed. McNemar's test showed a statistically significant difference between the two methods (χ² = 207.0, p < 0.001), with moderate agreement (Cohen's κ = 0.47).</p><p><strong>Conclusion: </strong>The relative Cohen method underestimated the minimal competency threshold, resulting in a substantial \"failure to fail\" phenomenon. The Nedelsky method provided a more defensible, transparent, and evidence-based approach for setting pass standards in resource-limited medical education contexts. Adoption of defensible standard setting methods such as Nedelsky can enhance fairness, validity, and accountability in competency-based assessments.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261447316"},"PeriodicalIF":1.6,"publicationDate":"2026-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13129325/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821814","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":"Demonstration of Competence in the Bachelor of Physiotherapy Degree - Qualitative Study of Physiotherapy Students' Experiences of a Competence-Based Assessment.","authors":"Tuomainen Paula, Äijö Marja, Nieminen Heidi, Haaranen Ari","doi":"10.1177/23821205261446858","DOIUrl":"https://doi.org/10.1177/23821205261446858","url":null,"abstract":"<p><strong>Background: </strong>Practical skill assessment is essential in health and social care education to ensure students are prepared for real-world clinical situations. Competency-based assessments (CBA) offer a structured way to evaluate students' psychomotor, affective, and cognitive skills. While widely used in nursing education, their application in physiotherapy education remains limited.</p><p><strong>Objective: </strong>This study aimed to explore physiotherapy students' experiences of the CBA conducted at a University of Applied Sciences.</p><p><strong>Methods: </strong>A qualitative research design was employed. Data were collected through semi-structured focus-group interviews with 28 students and analyzed using inductive thematic analysis.</p><p><strong>Results: </strong>Physiotherapy students perceived the assessment as realistic and effective in measuring competence. It enabled practical application of theoretical knowledge and enhanced professional confidence. Although initial anxiety was common, a supportive atmosphere and post-assessment evaluation discussion promoted learning. Students valued the opportunity to demonstrate their skills in a setting that resembled authentic physiotherapy practice.</p><p><strong>Conclusion: </strong>CBA can support learning and professional development in physiotherapy education. This study highlights their potential to align educational practices with workplace demands. Future research should examine educators' perspectives and the long-term impact of such assessments on graduates' transition to working life.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261446858"},"PeriodicalIF":1.6,"publicationDate":"2026-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13129341/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821901","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":"Social Learning Theory and Social Cognitive Theory in Healthcare Simulation - A Narrative Review.","authors":"Faisal Ismail, Michelle Brown","doi":"10.1177/23821205261443554","DOIUrl":"https://doi.org/10.1177/23821205261443554","url":null,"abstract":"<p><strong>Background: </strong>Social learning theory (SLT) and social cognitive theory (SCT) are frequently invoked in simulation-based education (SBE), particularly when explaining observational learning and the educational value of observer roles. However, the theories are often treated as interchangeable, and conclusions about the superiority of one theory over the other have occasionally exceeded the available evidence.</p><p><strong>Methods: </strong>Foundational theoretical texts and empirical literature relevant to healthcare simulation were identified through purposive literature searches of PubMed, Scopus, CINAHL, ERIC, and Google Scholar, supplemented by citation chaining. Literature was selected for conceptual relevance to modelling, observer roles, self-efficacy, self-regulation, debriefing, and performance transfer.</p><p><strong>Results: </strong>SLT and SCT share an observational-learning lineage but are not identical. SLT most clearly explains modelling, imitation, and reinforcement during early behaviour acquisition. SCT extends this account by incorporating self-efficacy, forethought, self-regulation, and reciprocal determinism, making it especially useful for understanding how observers interpret, monitor, and transfer learning in SBE. Available empirical work supports the educational value of directed observation, observer tools, structured debriefing, collaborative interpretation, and explicit discussion of errors. Nevertheless, no head-to-head trials directly compare SCT-informed with SLT-informed simulation designs.</p><p><strong>Conclusion: </strong>SCT appears theoretically well aligned with contemporary healthcare simulation, particularly for observer roles and learner agency, but current evidence supports it as a promising framework rather than a demonstrated default or superior theory. Comparative, theory-driven studies are now needed.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261443554"},"PeriodicalIF":1.6,"publicationDate":"2026-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13129278/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821827","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":"Osteopathic Student Matriculation Trends in Surgical Subspecialties (2016-2024): A Systematic Review.","authors":"Bridgette Kielhack, Selena K Cholak, Virgil K DeMario, Vaishnavi J Patel, Devki Patel, Kimberly Toumazos, Mark Quiring, Young Son, John Etlinger","doi":"10.1177/23821205261443551","DOIUrl":"https://doi.org/10.1177/23821205261443551","url":null,"abstract":"<p><strong>Background: </strong>There is a paucity of data on trends of osteopathic medical students (OMS) matriculating into surgical specialties since the installation of the single U.S. graduate medical education (GME) accreditation system, which concluded in June 2020. This study examines the impact of major policy changes, particularly the transition of COMLEX Level 1 and USMLE Step 1 to Pass/Fail, on OMS match outcomes, with the goal of guiding current students pursuing surgical careers.</p><p><strong>Methods: </strong>A systematic literature review was conducted using Rayyan, with bias assessed via the Cochrane risk of bias tool. National Residency Matching Program (NRMP) data from 2016, 2018, 2020, 2022, and 2024 were reviewed to document the number of OMS applicants and post-match statistics. Surgical specialties analyzed included General Surgery, Vascular Surgery, Neurological Surgery, Otolaryngology, and Orthopedic Surgery. NRMP pre-merger data were available for General Surgery, Neurological Surgery, and Orthopedic Surgery; Vascular Surgery and Otolaryngology data were available for 2020 and 2022 only.</p><p><strong>Results: </strong>COMLEX-USA Level 1/2 and USMLE Step 1/2 scores generally decreased across the ACGME merger, with notable exceptions: Neurological Surgery reported higher COMLEX Level 2-CE scores; Orthopedic Surgery reported higher USMLE Step 2 CK scores; Vascular Surgery reported a higher Step 2 score between 2020 and 2022, though data were limited to a single applicant. Otolaryngology also demonstrated an increase in mean Step 2 scores. General Surgery, Neurological Surgery, and Orthopedic Surgery showed increased mean numbers of abstracts, presentations, and publications, while Vascular Surgery and Otolaryngology showed declines between 2020 and 2022.</p><p><strong>Conclusions: </strong>The most consistent trend was an increase in research productivity among successful OMS matriculating into General Surgery, Neurological Surgery, and Orthopedic Surgery. While licensing scores generally declined, this may reflect applicant pool expansion post-merger. Ongoing research is needed to evaluate trends beyond 2024, particularly following the implementation of Pass/Fail Step/Level 1.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261443551"},"PeriodicalIF":1.6,"publicationDate":"2026-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13129335/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821872","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":"Outcomes of a Multimedia Educational Workshop in an Internal Medicine Residency.","authors":"Sahana Venkatesh, Ronald Markert, Brian Elliott, Joseph Glendening, Kathryn M Burtson","doi":"10.1177/23821205261447007","DOIUrl":"https://doi.org/10.1177/23821205261447007","url":null,"abstract":"<p><strong>Background: </strong>Effective communication is crucial for medical residents, especially during foundational didactic sessions where residents present complex medical information. Despite the widespread use of multimedia tools such as PowerPoint, formal training in their optimal use is often lacking in residency curricula.</p><p><strong>Aim: </strong>This study assessed the impact of a multimedia educational intervention on resident presentation development and perceptions of multimedia use in foundational didactic sessions.</p><p><strong>Methods: </strong>Interventional, single-group pre- and post-study using a convenience sample of residents at a university-affiliated Internal Medicine residency. Twenty-seven of 79 residents attended a 90-minute multimedia education workshop and completed pre- and post-surveys assessing knowledge and perceptions. Eighteen residents delivered foundational didactics scored by expert faculty. Word counts per slide were analyzed.</p><p><strong>Results: </strong>81% of residents reported no prior formal multimedia training. Significant improvements were observed in resident confidence (3.5 to 4.2, <i>p=0.001</i>) and perceived importance (3.9 to 4.5, <i>p=0.005</i>) of multimedia use after the workshop. A significant decrease in word count per slide was observed in foundational didactic sessions (<i>p=0.002</i>), while knowledge of specific multimedia terms showed non-significant improvement.</p><p><strong>Discussion: </strong>This study suggests that even brief multimedia training can positively influence resident presentation practices. Integrating such training into residency curricula could enhance communication skills and the effectiveness of medical education.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261447007"},"PeriodicalIF":1.6,"publicationDate":"2026-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13129324/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821836","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 of Undergraduate Research Experience in Term of Benefits, Barriers and Mentorship from Medical Student's Perspectives: A Mixed Quantitative-Qualitative Approach.","authors":"Hayat A Ahmed","doi":"10.1177/23821205261443397","DOIUrl":"https://doi.org/10.1177/23821205261443397","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to assess the potential benefits, barriers and mentorship process of undergraduate research experience at the Faculty of Medicine, University of Khartoum.</p><p><strong>Methods: </strong>This study used a mixed quantitative-qualitative approach. The quantitative part was observational, descriptive cross-sectional study design with 900 participants from three classes. The qualitative part used focus group discussions with thematic analysis.</p><p><strong>Results: </strong>From 950 students total of the three classes, 900 filled the questionnaire with a 94.7% response rate. The mean age of the participants was 24.7, with 69% females. The most important benefits were understanding the research process in the medical field (mean = 3.42), learning to work independently (mean = 3.35), and ability to read and understand primary literature (mean = 3.31). Accomplishing these benefits is wedged with many challenges which include lack of research knowledge and skills (44%), then mentorship (24%), followed by time management obstacles (21%), and lastly unavailability of funds (5%). Most of our participant's mentors were college or university professors. When evaluated by students; 35% were rated as above average or outstanding, 28.9% were rated about average, and 25% below average or not good mentors.</p><p><strong>Conclusions: </strong>Undergraduate research experiences had many well-established benefits. However, many challenges were encountered by students when conducting medical research. These challenges need to be addressed properly in order to maximize the outcomes. Nevertheless, mentorship is a defining feature and can determine the outcome of the whole research experience among undergraduates, which necessitates paying further attention to this factor.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261443397"},"PeriodicalIF":1.6,"publicationDate":"2026-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13125804/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821878","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":"Preparing Medical Students to Address Food Insecurity in Their Patients Through a Service-Learning and Community Engagement Project.","authors":"Jo Marie Reilly, Ilana Simon Greenberg","doi":"10.1177/23821205261445209","DOIUrl":"https://doi.org/10.1177/23821205261445209","url":null,"abstract":"<p><strong>Background and objectives: </strong>Food insecurity (FI) in the United States is 13.5% and is increasing. FI impacts a person's ability to manage their chronic diseases and overall health. Limited studies explore the impacts of FI teaching interventions on medical students. This study examines a FI educational intervention on preclerkship medical students at the Keck School of Medicine (KSOM) of USC and its impact on learner knowledge of FI resources and screening questions, comfort in FI counseling, and FI attitudes.</p><p><strong>Methods: </strong>First- and second-year KSOM medical students participated in a service-learning activity in August 2024 and August 2025. They received a 30-min lecture on FI and a case. Students then participated in a 3.5-h service-learning experience at the Los Angeles Foodbank preparing food boxes. Students were surveyed immediately before the lecture/case, immediately post, and 1.5 months afterwards.</p><p><strong>Results: </strong>Findings showed that medical students increased their knowledge of FI resources, screening tools, and confidence in assessing patients for FI both immediately after the session and 1.5 months afterwards. Students were most commonly able to recall SNAP/Food Stamps/Cal Fresh/EBT (45%) and WIC (21%) when asked about FI patient resources. Students' attitudes towards FI also changed from baseline.</p><p><strong>Conclusions: </strong>Training medical students to assess patients for FI and gain FI resources to help patients is critical to supporting the health and well-being of patients. This intervention showed promising results for increasing students' FI knowledge and confidence and can be used as a replicable model.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261445209"},"PeriodicalIF":1.6,"publicationDate":"2026-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13121478/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147784257","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":"Developing Tomorrow's Obstetrics and Gynecology Physicians: A Holistic Approach to Undergraduate Curriculum Transformation.","authors":"Lateefa Othman Aldhakil, Salwa Neyazi, Malak M Alhakeem, Ahmed Abdulwahab Abdulkarim, Nehal Khamis","doi":"10.1177/23821205261445332","DOIUrl":"https://doi.org/10.1177/23821205261445332","url":null,"abstract":"<p><strong>Introduction: </strong>Competency-based medical education (CBME) requires structured and contextually relevant curriculum reform. In obstetrics and gynecology (OBGYN), aligning undergraduate training with clinical competencies and national health priorities remains a global challenge, particularly in contexts with limited opportunities for procedural experience<b>.</b></p><p><strong>Objective: </strong>To develop, implement, and evaluate a validated, full life-cycle curriculum reform process for undergraduate OBGYN education aligned with Kern's Six-Step Approach and international best practices<b>.</b></p><p><strong>Methods: </strong>A comprehensive curriculum review and reform were conducted using a validated full life-cycle process. The process included general and targeted needs assessments, international benchmarking, and a sequence of faculty development mini-workshops. Flipped classrooms, simulation, case-based learning, curriculum mapping, and observable professional activities (OPAs) were integrated. Evaluation involved analysis of student satisfaction, competency attainment, and faculty feedback following implementation.</p><p><strong>Results: </strong>Lecture hours were reduced and replaced with active, learner-centered strategies. Flipped classroom and simulation-based sessions enhanced engagement, communication, and procedural confidence. Student satisfaction scores improved across domains (mean 3.6-4.2/5), and interest in OBGYN as a career increased from <5% to 34%. Faculty reported improved alignment between learning outcomes, teaching methods, and assessment tools.</p><p><strong>Conclusion: </strong>Integrating CBME principles with flipped and simulation-based methods, mapped OPAs, and structured evaluation yielded measurable improvements in learner performance, engagement, and professional interest. This validated, full-cycle reform process provides a replicable and sustainable framework for curriculum renewal in OBGYN education within regional and global contexts.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261445332"},"PeriodicalIF":1.6,"publicationDate":"2026-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13111893/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785125","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":"Transitioning from National Institutes of Health Career Development Awards to R01-Equivalent Awards in Clinical Departments.","authors":"Daniel M Markowitz, Kelly M Gillen, Patricia Long, Adriel Villegas-Estrada, Eileen Chang, Ajay Gupta","doi":"10.1177/23821205261445217","DOIUrl":"https://doi.org/10.1177/23821205261445217","url":null,"abstract":"<p><p>There are 15 research career development awards from the NIH, but 70% of funding is allocated to just four awards: K01, K08, K23, and K99. We analyzed K01, K08, K23, and K25 mentored career development awardees and quantified if they received subsequent independent research project grants such as an R01 or an R01-equivalent award (R01⁺) within 5 years of the K award end date. All data were from NIH RePORTER and limited to clinical departments. All K01, K08, K23, and K25 researchers (n = 7711) were identified through a search from NIH Fiscal Year (FY) 2007 to FY 2021. NIH datafiles for FY 2007 to FY 2021 were aggregated to generate a master datafile of all R01⁺ awards (n= 552,396). Each R01⁺ award was then linked to the corresponding K awardee previously identified through the K awards search. There was a gradual increase in R01⁺ success rates as time from the end of the K award increased; however, 5 years after the K award end date, less than half of the awardees had an R01⁺ as contact PI. Therefore, should a K awardee remain in academia, a substantial percentage may require institutional support and/or pursue funding in roles other than contact PI on an NIH grant in order to support their research programs. These findings may be useful to junior investigators as they plan their K grant applications and to clinical departments as they evaluate K awardees for independent research positions.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261445217"},"PeriodicalIF":1.6,"publicationDate":"2026-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13110281/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147784323","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":"Simulator-Based Training Sustainably Improves Confidence, Theoretical Knowledge, and Success Rates in Lumbar Puncture Among Medical Students: A Prospective Case-Control Study.","authors":"Jakob Stögbauer, Samira Jonas, Wenlin Hao, Victoria Schegerer, Steffen Kottackal, Laurin Schappe, Sergiu Groppa, Mathias Fousse","doi":"10.1177/23821205261427178","DOIUrl":"https://doi.org/10.1177/23821205261427178","url":null,"abstract":"<p><strong>Background: </strong>Lumbar puncture (LP) is an essential tool in everyday clinical neuropsychiatric practice. It has been demonstrated that, among junior doctors, the procedure is associated with elevated levels of stress and anxiety, which can ultimately result in patient suffering. Notwithstanding the evident challenges, innovative teaching methodologies have not yet become a standard in daily clinical practice, despite the existence of different LP simulators.</p><p><strong>Methods: </strong>The prospective case-control study comprised 20 undergraduate medical students who participated in a tutorial that encompassed both theoretical knowledge and practical training regarding LP, utilizing a simulation model (\"tutorial group\"). Twenty-one students who were instructed in LP technique according to teaching methods from everyday clinical practice were used as controls (\"control group\"). A questionnaire was administered to all students, enquiring about confidence levels, theoretical knowledge, and their proficiency when handling the puncture needles. Moreover, the success rate in performing their initial 4 LPs was measured.</p><p><strong>Results: </strong>The students in the tutorial group demonstrated significantly higher success rates in performing their first 4 LPs (median 3 vs. 1, <i>p</i> < 0.001). Furthermore, confidence levels and safety when handling the puncture needles were significantly higher in the tutorial group, as well as knowledge regarding theoretical backgrounds. Higher confidence and safety in needle handling were strongly associated with a higher success rate.</p><p><strong>Conclusion: </strong>Short simulator-based tutorials have been shown to be an effective method of increasing the skills of young physicians and students in LP, and thus enhancing patient safety. Analogous approaches should be implemented on a large scale in medical education.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261427178"},"PeriodicalIF":1.6,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13103488/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147784293","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}