Journal of Medical Education and Curricular Development最新文献

{"title":"The More the Merrier? Appropriateness of Massed Simulation Training in Surgical Residency.","authors":"Maria Louise Gamborg, Kirstine Bruun Viuf, Rune Dall Jensen, Jan Duedal Rölfing, Kristian Høy","doi":"10.1177/23821205261443550","DOIUrl":"https://doi.org/10.1177/23821205261443550","url":null,"abstract":"<p><strong>Background: </strong>Surgical postgraduate training is often debated in an economically squeezed health care system, particularly regarding the effectiveness of massed training, when considering the impact on Cognitive Load (CL). However, the relationship between CL and massed training in surgical education has not been extensively studied.</p><p><strong>Objective: </strong>This study aimed to explore how a five-day simulation-based orthopedic course affected cognitive load among orthopedic residents.</p><p><strong>Methods: </strong>Surgical residents (N = 40) in their final phase of medical specialization were enrolled in a surgical skill simulations course from spring 2022 till fall 2023. Questionnaires were administered to course participants to measure CL using NASA-TLX. Fluctuations in CL during the five-day course were analyzed using ANCOVA and Spearman correlation.</p><p><strong>Results: </strong>Forty out of the 41 course participants agreed to participate. The findings revealed fluctuations in CL among orthopedic residents during the five-day course. NASA-TLX scores increased significantly after day 1 (<i>P</i> = .017, <i>P</i> < .001) and decreased on day 4. ANCOVA showed a significant effect of day on total workload scores (<i>P</i> = .014), with no significant associations between workload and covariates. No specific factors were identified as key drivers of cognitive load variation.</p><p><strong>Conclusion: </strong>The findings revealed variations in perceived workload over the five days, with no single factor identified as the primary driver of changes in CL. While the study did not find a detrimental impact from massed training, further research is needed to understand the connection between training approaches and their impact on CL and learning outcomes.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261443550"},"PeriodicalIF":1.6,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13103489/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147784302","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":"The Development of a Faculty Development Program Framework for Medical Education.","authors":"Lise McCoy, Sebastian R Diaz, S Dennis Baker","doi":"10.1177/23821205261439617","DOIUrl":"https://doi.org/10.1177/23821205261439617","url":null,"abstract":"<p><strong>Purpose: </strong>Faculty development is vital for sustaining and advancing medical education. While accreditation standards require US medical schools to offer faculty development, existing frameworks lack the specificity to guide program planning, implementation, and evaluation across all key domains-and none have been developed through a systematic, consensus-based process with national medical education leaders. To address this gap, authors launched a pilot initiative to derive a consensus-based framework, entitled the Medical Education Faculty Development Program Framework (FDPF), for undergraduate medical education.</p><p><strong>Methods: </strong>Over the course of 2021 to 2024, faculty development experts from 3 medical schools conducted a sequential, mixed-methods study in 7 phases to develop the FDPF. Phases included literature and expert conceptual reviews to generate an initial draft, followed by 4 iterative rounds of focus groups and semi-structured interviews with faculty development leaders from national medical education organizations to refine the framework. A short form with 27 quality indicators was then piloted at 2 US medical education conferences in 2023 with a combined sample of 55 faculty development participants.</p><p><strong>Results: </strong>Focus group and conference participants endorsed the FDPF as potentially valuable for onboarding new faculty development professionals and for self-assessment of institutional programs or accreditation preparation. Across both pilot administrations of the short form, participants reported the highest agreement with quality indicators related to tracking faculty development participation and offering sessions on core teaching topics and learning science. Agreement was lower for indicators related to program alignment with teaching standards, access to faculty performance metrics, preceptor training programs, and support for instructional design.</p><p><strong>Conclusions: </strong>Iterative expert feedback through focus groups and leader interviews contributed to 2 distinct final products: (1) a concise short form, \"27 Quality Indicators of Faculty Development Programs,\" designed for rapid self-assessment, and (2) a comprehensive FDPF checklist designed for systematic program benchmarking, design, and enhancement. Together, these tools offer faculty development professionals a systematic, consensus-based resource for driving continuous improvement and adaptability in medical education.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261439617"},"PeriodicalIF":1.6,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13103497/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147784290","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":"Attitudes, Experiences, and Barriers Toward Research Among Undergraduate Medical Students at the University of Dongola, Sudan.","authors":"Ahmed H Arbab, Fatima A Fadul, Hajer Mohamed Elyas, Hind Taj Alser Hamid, Outhman Alsadiq","doi":"10.1177/23821205261443396","DOIUrl":"https://doi.org/10.1177/23821205261443396","url":null,"abstract":"<p><strong>Background: </strong>Medical research is crucial for developing skilled physicians and improving healthcare outcomes. There is a lack of data regarding the factors that influence medical students' engagement in research, particularly in developing countries. This study aimed to assess the attitudes, experiences, and barriers related to research among medical students at the University of Dongola (Sudan).</p><p><strong>Methods: </strong>A cross-sectional study was conducted using a validated self-administered questionnaire. A sample of 243 students from third to sixth year was selected through stratified systematic sampling. Data were analyzed using SPSS v27, applying descriptive statistics and the Chi-square test.</p><p><strong>Results: </strong>Among the participants, 67.1% were female, and 85.6% were aged 25 years or younger. Participants expressed overall positive attitudes toward research (3.849 ± 0.863). Specifically, 92.2% recognized its professional value, 95.0% saw its career benefits, and 90.1% supported its inclusion in the curriculum. Nonetheless, 69.5% found the research to be stressful, and 58.8% considered it burdensome. Overall research experience was limited (0.310 ± 0.438), only 42.8% had received training, 33.3% participated in research projects, and 16.9% had published or presented work. Perceived barriers to research engagement were high (3.679 ± 0.987). Major barriers included poor understanding of research methods (73.3%), lack of funding (66.1%), inadequate supervision (51.4%), limited database access (58.4%), and time constraints (56.3%). Significant associations were found between research experience and sex (<i>P</i> = .014), academic year (<i>P</i> = .020), and academic performance as measured by Grade Point Average (GPA; <i>P</i> = .036). Attitudes and barriers were also associated with academic year (<i>P</i> = .021, <i>P</i> = .036) and performance (<i>P</i> = .003).</p><p><strong>Conclusion: </strong>Participants are motivated to pursue research but face substantial barriers. Institutional efforts such as curriculum reform, financial support, and faculty development are essential to enhance student research engagement and career readiness.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261443396"},"PeriodicalIF":1.6,"publicationDate":"2026-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13125795/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821862","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 Four-Step Micro-Research Closed-Loop Model via Online Spreadsheets for Molecular Biology Experimental Teaching: A Polymerase Chain Reaction (PCR) Case Study.","authors":"Jing Zhang, Qiaoyun Chu","doi":"10.1177/23821205261422881","DOIUrl":"10.1177/23821205261422881","url":null,"abstract":"<p><strong>Objectives: </strong>To develop and evaluate a low-cost, 4-step micro-research closed-loop teaching model using Tencent Docs spreadsheets to improve polymerase chain reaction (PCR) experimental teaching in a sophomore molecular biology course.</p><p><strong>Methods: </strong>In a single-institution, nonrandomized quasi-experimental study, 33 students from Capital Medical University were assigned to either an experimental group (<i>n</i> = 17) using the online model or a control group (<i>n</i> = 16) receiving traditional instruction. Both groups completed a 20-item PCR knowledge test and a 5-item self-confidence survey before and after the intervention. Outcomes included protocol completion time, first-pass approval rate, operational error rate, confidence, and PCR knowledge. Data were analyzed using independent-samples <i>t</i>-tests (with Welch correction) and Fisher's exact test (two-sided).</p><p><strong>Results: </strong>The experimental group completed protocol design more quickly (8.04 ± 0.81 vs 12.58 ± 1.08 min; <i>t</i> = -13.62, <i>P</i> < 0.001) and showed a higher first-pass approval rate (82.4% vs 50.0%; <i>P</i> = 0.071). They also had fewer operational errors (8.24% ± 6.85% vs 20.50% ± 6.99%; <i>t</i> = -5.09, <i>P</i> < 0.001) and greater increases in confidence (+0.89 vs -0.10; <i>t</i> = 5.03, <i>P</i> < 0.001). Both groups showed significant improvements in PCR knowledge (experimental: 78.08 ± 5.04 to 84.79 ± 3.98; control: 78.16 ± 5.59 to 80.81 ± 5.69), and the experimental group had a larger knowledge gain (6.72 ± 2.21 vs 2.65 ± 0.71; <i>t</i> = 7.21, <i>P</i> < 0.001).</p><p><strong>Conclusion: </strong>In this small, nonrandomized cohort, use of an online spreadsheet-based micro-research closed-loop model was associated with shorter protocol design time, fewer low-level errors, higher experimental confidence, and larger short-term improvements in PCR theoretical knowledge. These preliminary findings suggest that a lightweight, readily scalable \"digital laboratory\" may help support PCR experimental teaching in resource-constrained settings, although more rigorous, larger-scale studies with long-term and higher-order learning outcomes are needed before drawing firm causal conclusions.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261422881"},"PeriodicalIF":1.6,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13087325/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147724115","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":"Perceived Impact of Virtual Reality-Based Education for History-Taking and Physical Examination Skills among International Medical Graduates in Japan: A Feasible One-Group Pretest-Posttest Study.","authors":"Hirohisa Fujikawa, Hirotake Mori, Kayo Kondo, Yuji Nishizaki, Yuichiro Yano, Toshio Naito","doi":"10.1177/23821205261443614","DOIUrl":"https://doi.org/10.1177/23821205261443614","url":null,"abstract":"<p><strong>Background: </strong>Around the world, the presence of international medical graduates (IMGs) continues to grow. However, IMGs in Japan may face challenges in developing history-taking and physical examination (H&P) skills in Japanese. Although virtual reality (VR) offers potential for experiential, self-paced, and repeatable learning, its application to H&P skills among IMGs is underexamined. Here, we explored the effectiveness of VR-based education in fostering H&P skills among IMGs in Japan.</p><p><strong>Methods: </strong>We conducted a feasible one-group pretest-posttest study with IMGs enrolled in the International Medical Practitioners Education Program in Japan. From August to September 2025, the participants undertook a 1-month VR-based program using \"VR for Objective Structured Clinical Examination.\" Assessments were conducted pre- and post-intervention. The questionnaire included: (1) the Japanese version of the Usefulness, Satisfaction, and Ease of Use Questionnaire-Lite (J-USE-Lite; post) (2) confidence in H&P skills and motivation to learn them in Japanese (pre and post), and (3) free-text questions exploring perceived learning outcomes and culture-specific insights (pre and post). Quantitative data were analyzed using descriptive statistics and paired t-tests, while qualitative data were analyzed by inductive content analysis.</p><p><strong>Results: </strong>The first 15 individuals who applied to participate in this study were enrolled. Mean J-USE-Lite score was 5.13/7. We found notable positive trends in confidence in H&P skills and motivation to learn them in Japanese. In qualitative analysis, while the pre-intervention questionnaire indicated challenges for IMGs in developing H&P skills in Japanese, the post-intervention questionnaire suggested perceived gains in H&P skill acquisition and culture-specific learning, such as patient-centered considerations.</p><p><strong>Conclusions: </strong>A 1-month, VR-based education program demonstrated good usability and appeared to enhance confidence and motivation to learn H&P skills among IMGs. Immersive and repeatable VR experiences may support practical skill acquisition and adaptation to Japan's clinical and cultural context. Confirmation in larger samples from diverse backgrounds using objective performance measures is warranted.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261443614"},"PeriodicalIF":1.6,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13087324/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147724154","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":"Moving Equity into Practice: Evaluation of an Online Asynchronous Continuing Medical Education Program for Rheumatology Care.","authors":"Elle Sauve, Glen Hazlewood, Emilie Pianarosa, Megan Thomas, Nicole Johnson, Aurore Fifi-Mah, Richard Henry, Therese Lane, Michael Kuluva, Cheryl Koehn, Kelly English, Nejat Hassen, Tessa Kleissen, Diane Lacaille, Cheryl Barnabe","doi":"10.1177/23821205261443553","DOIUrl":"https://doi.org/10.1177/23821205261443553","url":null,"abstract":"<p><strong>Background: </strong>Persistent health inequities exist in the diagnosis, treatment, and outcomes of rheumatologic diseases among at-risk populations in Canada due to structural discrimination, provider bias, and limited guidance on equitable treatment. Prior research identified barriers and facilitators to rheumatology care access and proposed multi-level equity solutions. This informed the development of a 10-part, 3-module asynchronous online continuing medical education (CME) program for rheumatology clinicians. This study evaluates the program's acceptability and its impact on intended changes in provider practice.</p><p><strong>Methods: </strong>The CME was informed by input from seven communities at-risk for inequitable RA care and evidence-based CME practices. Modules address equity knowledge, community-specific challenges, and strategies for delivering equitable services. Offered nationally to Canadian Rheumatology Association members, the program evaluation assessed satisfaction, knowledge gains, and planned practice changes using descriptive statistics and thematic analysis.</p><p><strong>Results: </strong>Forty-six participants enrolled, with nearly half completing the certification. High satisfaction was reported, with 87% indicating increased awareness and an enhanced ability to support equity in practice. Intended changes included enhancing accessibility to care, implementing trauma-informed and culturally safe practices, and delivering equitable clinical care. One domain highlighted the importance of ongoing professional development and collaboration with local health and social service networks. Participants recommended improvements such as downloadable one-page summaries and case-based content.</p><p><strong>Conclusions: </strong>The four identified action domains offer concrete strategies to reduce disparities in care among underserved populations. Their strong endorsement by participants indicates high acceptability of the program. Participant feedback will support further refinement and advancement of this educational equity initiative.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261443553"},"PeriodicalIF":1.6,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13080147/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147699954","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":"Confidence in Radiological Skills and Perceived Adequacy of Radiology Training Among Medical Students and Interns in Palestine.","authors":"Motaz Daraghma, Yazan Dumaidi, Ahmad Rjoub, Mohammad Nour, Dalya Abusnaina, Kholoud Jamal Hamarsheh, Lana Anwar Morshed, Mohammad Abuawad, Husameddin El Khudari, Saher S Sabri, Gulraiz Chaudry, Ahsun Riaz, Osman Ahmed, Junaid Raja","doi":"10.1177/23821205261441364","DOIUrl":"https://doi.org/10.1177/23821205261441364","url":null,"abstract":"<p><strong>Objective: </strong>Radiology is important in modern medicine; therefore, adequate inclusion of radiology education in undergraduate medical schools is vital. This study aimed to (1) evaluate Palestinian medical students' and interns' perceptions of the adequacy of radiology training (curriculum content, mentorship, and integration into clinical practice) and (2) assess their self-reported confidence in applying core radiological skills (eg, image interpretation and selecting imaging modalities).</p><p><strong>Methods: </strong>A survey-based cross-sectional study was conducted with 431 medical students and interns from 5 Palestinian medical faculties. An online questionnaire was created, reviewed for content validity, and shared with the recruited participants. Medical students and interns rated their perception of radiology training adequacy and self-reported confidence in applying radiological skills using a 15-item perception score and an 11-item confidence scale. Descriptive statistics, chi-square tests, independent t-tests, and Pearson correlation analyses were performed.</p><p><strong>Results: </strong>The mean perception score was 10.19 ± 2.92 (68% of total), with 50.6% meeting the predefined threshold for adequate perceived training (≥11/15). Although 96.8% believed physicians should possess basic radiological skills, only 43.2% considered their training sufficient. Confidence was low, with 93.5% scoring below the predefined benchmark (>35/44). Clinical students demonstrated higher confidence than interns (<i>P</i> = .014). Perception and confidence were weakly but significantly correlated (<i>r</i> = 0.309, <i>P</i> < .001).</p><p><strong>Conclusion: </strong>Palestinian medical students and interns acknowledge radiology's importance but believe they were inadequately trained in radiology and displayed low confidence levels in applying radiological skills. Improving radiology curricula, enhancing mentorship, and the inclusion of simulation-based learning are recommended to increase students' confidence in applying radiological skills.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261441364"},"PeriodicalIF":1.6,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13080144/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147700233","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 Critical Thinking Disposition in Postgraduate Medical Students: A Cross-sectional Study.","authors":"Jinfeng Chen, Chen Huang, Yuyuan Xiong, Lei Huang, Chenliang Zhang, Yan Huang","doi":"10.1177/23821205261443552","DOIUrl":"https://doi.org/10.1177/23821205261443552","url":null,"abstract":"<p><strong>Background: </strong>Critical thinking is a core goal of medical education, underpinning clinical decision-making and scientific innovation. This study evaluates the current status of the disposition toward critical thinking among postgraduate medical students who intend to pursue careers in clinical practice, research, or public health leadership, and identifies factors associated with its variability.</p><p><strong>Methods: </strong>Using convenience and snowball sampling, we conducted a cross-sectional survey using the Short-Form Critical Thinking Disposition Inventory-Chinese Version (SF-CTDI-CV). Participants were medical postgraduate students from 16 universities in China, including Sichuan University, Chongqing Medical University and so on. Univariate analyses and multivariable linear regression with stepwise selection were carried to evaluate associations between SF-CTDI-CV scores and demographics, academic engagement, and training exposures.</p><p><strong>Results: </strong>The mean SF-CTDI-CV score was 81.8 (SD = 11.44; possible range: 18-108), indicating a generally positive disposition among the participants. Multiple regression analysis revealed that several factors significantly influence critical thinking disposition, including extracurricular reading time, academic ranking, papers read in depth per week, working hours, pre-enrollment background, participation in innovation and entrepreneurship competitions, attendance at academic conferences, Only-child status and frequency of research presentations (model R² = 0.102). Subgroup comparisons indicated that students who are only children, have professional or research experience, and possess a science background tend to achieve higher scores in critical thinking disposition assessments.</p><p><strong>Conclusions: </strong>In this study, the Chinese SF-CTDI-CV was used to measure critical thinking disposition. The mean score of 82 (out of 108) indicates a generally positive disposition toward critical thinking among participants. Extracurricular reading time, academic ranking, and research engagement (including papers read, conference attendance, and research presentations) were independently associated with disposition scores. These findings suggest that educational strategies promoting deep reading, research involvement, and academic discussion may help foster critical thinking disposition in postgraduate medical education.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261443552"},"PeriodicalIF":1.6,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13080134/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147699426","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":"Experiences of Medical Students and Evaluators on Utilizing Simulators in Objective Structured Clinical Exam: A Qualitative Study.","authors":"Zahra Farsi, Babak Sabet, Soleiman Ahmady, Ali Kheradmand, Mahdi Aghabagheri","doi":"10.1177/23821205261435371","DOIUrl":"https://doi.org/10.1177/23821205261435371","url":null,"abstract":"<p><strong>Introduction: </strong>Simulation is commonly used in health education, but its role in competency assessment remains underrecognized. This study examined the experiences and perceptions of medical students and evaluators regarding the use of simulators during an objective structured clinical exam (OSCE) to assess clinical competency.</p><p><strong>Methods: </strong>This qualitative study employed a conventional content analysis approach. Forty-three medical students and 2 evaluators from the Shahid Beheshti University of Medical Sciences in Tehran, Iran were recruited through purposive sampling in 2024 to 2025. Data collection involved 3 focus group interviews (first: 15 students; second: 14 students; third: 14 students), 2 semistructured individual interviews, and field notes, with data collection continued until saturation was achieved. Data analysis was conducted using a method developed by Graneheim and Lundman.</p><p><strong>Results: </strong>Six main categories were identified: (1) change management: resistance to change, stress from utilizing simulators, and positive adaptation to change; (2) facilitative role of the simulator: simulators overcome real-world limitations and act as facilitators rather than replacements for a clinical setting; (3) role of the human agent: the evaluator as a facilitator/interventionist, blended scoring, and feedback; (4) integration/coordination as the missing link: the simulator as a factor in vertical and horizontal integration; (5) challenges in utilizing a virtual patient simulator (VPS): lack of mastery learning before exams, insufficient time to use the simulator, absence of a holistic approach, low fidelity, and technical issues with VPS; and (6) progress toward enhancement: comparisons with past experiences, progress made, and the infrastructure and prerequisites of virtual OSCE.</p><p><strong>Conclusion: </strong>Although the use of simulators in OSCEs is a suitable method for clinical assessment, there are drawbacks in their implementation and training that require special attention. It is recommended that simulation-based assessment be more widely incorporated into the medical education curriculum.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261435371"},"PeriodicalIF":1.6,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13080146/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147700213","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":"Automating Rule-Compliant and Equitable Call Schedules for Orthopedic Surgery Residents With Artificial Intelligence and Large Language Models: A Simulation-Based Validation Study.","authors":"Prushoth Vivekanantha, Marc Daniel Bouchard, Jeffrey Kay, Darren de Sa, Olufemi R Ayeni","doi":"10.1177/23821205261441470","DOIUrl":"https://doi.org/10.1177/23821205261441470","url":null,"abstract":"<p><strong>Background: </strong>Call schedule generation is a time-intensive administrative task for residency programs. Traditional manual approaches often require hours of computation and can be inflexible. Large language models (LLMs) offer an efficient and adaptable alternative, therefore the purpose of this study was to assess if generative pretrained Transformer 5.2 (GPT-5.2, OpenAI) combined with a deterministic Python rule-checker, can automate complex, rule-compliant, and equitable call schedules for orthopedic surgery residents.</p><p><strong>Methods: </strong>Ten month-long residency blocks from a single institution were modeled, including both nonbackup and backup months in which junior residents required senior resident coverage. GPT-5.2 was accessed via the OpenAI application programming interface and prompted to follow 14 scheduling rules reflecting local institutional policy. For each block, 3 consecutive schedules were attempted, yielding 30 total runs. Performance was assessed by the proportion of successful, rule-compliant schedules generated and fairness metrics (Jain and Gini indices). Efficiency metrics included total wall-clock time, attempt duration, and estimated cost.</p><p><strong>Results: </strong>For nonbackup blocks, all 15 runs (100%) produced rule-compliant schedules with no terminations. Mean (SD) Jain and Gini indices were 0.948 (0.024) and 0.119 (0.031), respectively. Mean (SD) wall-clock time was 236 (148) s, with a mean (SD) cost per run of $0.15 ($0.03) United States Dollars (USD). For backup blocks, 13 of 15 (86.7%) runs produced successful, rule-compliant schedules, however, all blocks produced at least 2 valid schedules. Mean (SD) Jain and Gini indices were 0.936 (0.025) and 0.132 (0.031). Mean (SD) wall-clock time was 448 (400) s and the mean (SD) cost per run was $0.24 ($0.08) USD.</p><p><strong>Conclusion: </strong>GPT-5.2 can automate the generation of complex, rule-compliant and equitable call schedules for orthopedic surgery residents within minutes at a low computational cost of less than $1.00 USD.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261441470"},"PeriodicalIF":1.6,"publicationDate":"2026-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13080193/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147700186","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}