Journal of Medical Education and Curricular Development最新文献

{"title":"Comparing Case-Based and Lecture-Based Learning Methods in Pharmacology Teaching: Assessing Learning Outcomes, Memory Retention, and Student Satisfaction at the College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia.","authors":"Razaz Abdulaziz Felemban, Muhammad Anwar Khan, Nouf Sulaiman Alharbi","doi":"10.1177/23821205251332814","DOIUrl":"10.1177/23821205251332814","url":null,"abstract":"<p><strong>Background: </strong>Teaching pharmacology is challenging due to its complex content and extensive terminology. Traditional lecture-based learning (LBL) limits engagement and retention, while case-based learning (CBL) uses real-world scenarios to improve critical thinking. Although prior research has explored CBL's impact in pharmacology education, few studies directly compare CBL and LBL in terms of memory retention and student satisfaction over a prolonged period. This study addresses this gap by comparing both methods over 4 weeks.</p><p><strong>Methods: </strong>Two educational sessions, unrelated to the curriculum or block assessments, were conducted with third- and fourth-year preclinical medical students, where basic pharmacology is delivered. Students were randomly assigned to either LBL or CBL for each session. Short-term retention was assessed immediately after the sessions, while long-term retention was evaluated 4 weeks later using multiple-choice questions designed to measure recall and cognitive understanding. Additionally, a general electronic survey was conducted to evaluate student satisfaction.</p><p><strong>Results: </strong>Comparative analysis revealed notable patterns in retention and knowledge acquisition. Short-term retention was slightly higher in the LBL group (mean 7.94, SD 1.51) than in the CBL group (mean 7.30, SD 1.60), though the difference was not statistically significant (<i>P</i> = .076). Conversely, long-term retention was slightly higher in the CBL group (mean 6.95, SD 1.87) than in the LBL group (mean 6.22, SD 1.88), but this difference was also not significant (<i>P</i> = .095). Within-group analysis, the results showed a significant decline in long-term retention for knowledge-based questions in LBL, while CBL maintained retention over time (<i>P</i> < .001). No significant differences in cognition or satisfaction were observed.</p><p><strong>Conclusions: </strong>CBL enhances long-term retention and knowledge acquisition, supporting its integration into pharmacology education. Further research should explore its broader application in medical curricula.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251332814"},"PeriodicalIF":2.0,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12069955/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144052970","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 Comparative Study on Assessing the Summative Assessments Before and After Implementing Competency-Based Medical Education in India.","authors":"Arijit Datta, Preeti Tiwari, Dhara Goswami, Darshan Galoria, Prashant Verma","doi":"10.1177/23821205251333194","DOIUrl":"https://doi.org/10.1177/23821205251333194","url":null,"abstract":"<p><strong>Introduction: </strong>Competency-Based Medical Education [CBME] is a framework for organizing medical education programs that emphasize ongoing assessments to monitor learners' progress. Implemented by the erstwhile Medical Council of India since the 2019-2020 academic year, this approach has influenced undergraduate summative assessments for Forensic Medicine. To assess the implementation, effectiveness, and alignment of the new curriculum with the goals of medical education, it is necessary to compare summative assessment question papers of undergraduate MBBS students from 2017 to 2020.</p><p><strong>Methodology: </strong>Researchers evaluated 32 summative examination question papers from eight medical universities across India, categorizing them into structured, non-structured, and action verb-based categories, according to Bloom's revised taxonomy's cognitive domain (remember, understand, apply, analyze, evaluate, and create). They compared the data with the pre- and post-implementation benchmarks of the CBME curriculum of the National Medical Commission (NMC) from the 2019 batch MBBS program.</p><p><strong>Results: </strong>Most universities used unstructured questions and most marks were allocated to remember the levels of the cognitive domain. It was also found that marks were skewed towards specific topics in all universities, leading to inappropriate sampling and coverage of the competencies. The study also revealed that core areas, such as medical jurisprudence and toxicology, were inappropriately assessed.</p><p><strong>Conclusion: </strong>The quality of the summative exam questions in Forensic Medicine and Toxicology subjects was poor and not aligned with the CBME, highlighting the need to assess the clarity and utility of blueprints currently employed by universities.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251333194"},"PeriodicalIF":2.0,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12059416/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144033943","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 Novel Platform for Case-Based Learning in the Clinical Endodontics Training: Feasibility Study.","authors":"Yuxiu Lin, Rui Zhang, Wei Zhang, Weiwei Qiao, Fushi Wang, Li Wang","doi":"10.1177/23821205251334318","DOIUrl":"https://doi.org/10.1177/23821205251334318","url":null,"abstract":"<p><strong>Background: </strong>Case-based learning (CBL) is currently used in multiple health-care settings around the world. Case Sharing is a WeChat mini-program created by the Chinese Medical Association Publishing House, providing a platform for doctors to record, discover, and discuss clinical cases, allowing cases to be widely disseminated and realize greater value. This research study evaluates, for the first time, the feasibility of utilizing the Case Sharing platform for CBL in our clinical endodontics training.</p><p><strong>Methods: </strong>The CBL on Case Sharing consists of 4 modules: (1) Residents upload cases to the Case Sharing platform; (2) All residents independently study the cases in advance, formulate questions related to the cases, and propose potential diagnoses and treatment plans; (3) Online meetings for group discussions are conducted; (4) Teachers in every group provide a summary. The participants in the CBL course were 48 residents (1st-, 2nd-, 3rd-year residents) at the School of Stomatology, Wuhan University, China. Then, a 12-item electronic questionnaire was distributed to 48 residents.</p><p><strong>Results: </strong>The majority of participants exhibited positive attitudes toward the CBL course on Case Sharing platform, attributing its value to the collaborative learning experience that facilitated a faster acquisition and understanding of common diseases of endodontics.</p><p><strong>Conclusions: </strong>The Case Sharing platform, as described, breaks through the spatial and temporal constraints of traditional CBL. Residents can gain insight into others' perspectives, enriching their clinical perspectives from multiple angles. Our experience indicates that the application of Case Sharing on CBL contributed to the authentic practice of the endodontics clinical course.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251334318"},"PeriodicalIF":2.0,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12059410/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144002262","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":"\"What Did You Learn?\" - An Alternative Narrative Approach to Student Evaluations of Teaching.","authors":"Gunnar Tschudi Bondevik, Eivind Alexander Valestrand, Monika Kvernenes","doi":"10.1177/23821205251332816","DOIUrl":"https://doi.org/10.1177/23821205251332816","url":null,"abstract":"<p><strong>Objective: </strong>In medical education, student evaluations of teaching (SETs) are commonly used as part of the quality assurance system. There are, however, concerns about the usefulness of traditional questionnaire-based SETs, as they have been found to correlate with factors unrelated to teaching quality. This article explores potential benefits of using an alternative method, shifting the students' focus from evaluating the teaching to examining perceived learning outcomes.</p><p><strong>Methods: </strong>In 2023, we invited third and sixth year medical students at the University of Bergen, Norway, to write a reflection on their learning outcomes after completing a four days communication course and a two days consultation course, respectively. The 179 narratives were analysed qualitatively with a focus on what students chose to highlight, and how their reflections shed light on the quality of teaching. We also invited four teachers to read the students' texts and report back on the usefulness of this approach to SETs.</p><p><strong>Results: </strong>Based on systematic text condensation we found that student narratives provided insights into learning activities, learning environment, learning outcomes and learning to be a doctor. The teachers advocated that producing the narratives might be beneficial for the students' learning. They also valued the change in focus from teaching to learning, and the comprehensive information this approach to SET provided.</p><p><strong>Conclusions: </strong>Our findings suggest that, although the narrative approach to SETs is time-consuming, it provides the teachers with insight into the effectiveness of their teaching. Moreover, asking students to reflect on their learning outcomes may also benefit students.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251332816"},"PeriodicalIF":2.0,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12062633/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144049497","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":"Classroom Debate as a Pedagogical Method to Explore the Relationship Between the Medical System and Patient Community Members.","authors":"Naeema Hopkins-Kotb, Elizabeth Janiak, Alex S Keuroghlian, Deborah Bartz","doi":"10.1177/23821205251329720","DOIUrl":"https://doi.org/10.1177/23821205251329720","url":null,"abstract":"<p><p>There are multiple complexities within the practice of medicine wherein the vantage of the medical community might be limited or in direct conflict with the vantage of a patient population. Reproductive justice (RJ) is a framework developed from the vantage of Black women's health activists to identify and address inequitable reproductive health outcomes, consider the intersection of reproductive rights and social justice, and center the experiences of historically marginalized communities. Using the contemporary example of the federal Medicaid Sterilization Form, we highlight how the pedagogy of classroom debate can teach medical students to engage thoughtfully with the complex intersection between community population perspectives and the medical profession's advocacy for standardized provision of health services. Debate has long-standing use in education and can build core medical student communication and professionalism competencies while facilitating active learning around complex medical care topics. However, it can have limited efficacy without careful attention to the development of a psychologically safe learning environment and the inclusion of nuanced and diverse perspectives. Herein, we share our debate curriculum and demonstrate how this approach aligns with the community-developed RJ framework that recognizes systems outside medicine that contribute to reproductive outcomes. Our method encourages students to critically evaluate existing literature for authorship, representation, and community participation-a crucial practice for all students to understand the importance of equity in medical research development and healthcare.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251329720"},"PeriodicalIF":2.0,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12035015/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144052884","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":"Implementing a Near-peer Advising Program During the Obstetrics and Gynecology Clerkship Improves Students' Experience.","authors":"Zoe A Kibbelaar, Jaya Prakash, Logan Mauney, Andrea Pelletier, Trinity I Russell, Grace W Cavanaugh, Roxanna Haghighat, Rachel Herz-Roiphe, Rachel E Stoddard, Gregory T Woods, Celeste S Royce, Trevin C Lau, Deborah Bartz, Natasha R Johnson","doi":"10.1177/23821205251328252","DOIUrl":"10.1177/23821205251328252","url":null,"abstract":"<p><strong>Objectives: </strong>Near-peer advising (NPA) is an effective intervention to address gaps in medical education by pairing advisees with advisors of similar social, educational, and professional levels.</p><p><strong>Methods: </strong>We implemented an NPA program within a core obstetrics and gynecology (OBGYN) clerkship. The near-peer advisor's role was to lead orientation sessions, send clerkship resources, provide mid- and end-clerkship in-person check-ins, and serve as a feedback liaison between students and clerkship leadership. A postclerkship survey explored how the NPA program impacted clerkship students' learning and experience including setting up for clinical success, implementing feedback, developing an organizational system, providing study resources, navigating interpersonal relationships, and understanding clerkship logistics. Descriptive statistics were reported and qualitative themes were identified using content analysis.</p><p><strong>Results: </strong>At the three clerkship sites there were 179 students who completed the OBGYN clerkship between February 2022 and March 2023. Of those, 36 (20.1%) completed the postsurvey and 22 (61.1%) of clerkship students reported the NPA program had a positive impact on their clerkship experience. The program helped students perform successfully in clinical settings (n = 18, 54.5%), implement feedback (n = 9, 27.3%), develop an organizational system for studying (n = 13, 39.4%), access study resources (n = 19, 57.6%), navigate interpersonal relationships (n = 7, 21.2%) and understand clerkship logistics (n = 14, 42.4%). Qualitative themes included clearer orientation, improved studying preparedness, and providing safety-net resources.</p><p><strong>Conclusion: </strong>The majority of clerkship students found NPAs a useful resource to assist them in effectively participating in the OBGYN clerkship, developing an organizational system of learning, and navigating team dynamics. NPA interventions are a feasible, effective, and accessible method to improve student experience in the core OBGYN clerkship.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251328252"},"PeriodicalIF":2.0,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11970057/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143796593","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":"Exploring Optimal Group Sizes for Learning in Medical Simulation: A Systematic Review.","authors":"Cassandra Mackey, Simi Jandu, James Fidrocki, Tyler Raduzycki, Jennifer Carey","doi":"10.1177/23821205251327287","DOIUrl":"10.1177/23821205251327287","url":null,"abstract":"<p><strong>Objectives: </strong>Simulation is an effective teaching method that improves learner competence and confidence. Optimizing group size balances efficiency without sacrificing efficacy. While simulation technology is widely used in medical education, no standard for learner group size exists. This study investigates the optimal group size for simulation, aiming to identify best practices that maximize efficiency and efficacy in learning environments.</p><p><strong>Methods: </strong>This systematic review adheres to Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines. A team of emergency medicine educators screened citations and reviewed relevant full-text articles. Inclusion criteria focused on group sizes with the best outcomes. Quality assessment employed the Medical Education Research Study Quality Instrument approach to evaluate evidence.</p><p><strong>Results: </strong>Thirty-four articles were identified; 17 were deemed relevant for full-text review. The studies varied in methods, including prospective and retrospective reviews, mixed methods, and randomized controlled trials. Smaller groups improved outcomes, with an ideal size dependent on learning objectives. Five studies suggested groups of up to 4 learners were optimal, with mixed results on the exact number. One study identified 6 as the ideal group size. Debriefing was effective in larger groups, while procedural skills were best taught in groups of 2 to 4 learners.</p><p><strong>Conclusion: </strong>This review suggests smaller group sizes are more effective for efficiency, knowledge, and confidence. For procedural skills, groups of 2 to 4 are most effective, and effectiveness declines with more than 6 participants. Smaller groups allow for more hands-on learning and cognitive engagement. While clinical skills can be taught in larger groups, learners favor smaller groups for debriefing and complex scenarios. Effective curriculum planning should account for available resources, the type of simulation, and the material being taught, with group sizes adjusted to optimize learning outcomes.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251327287"},"PeriodicalIF":2.0,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11970070/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143796454","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":"Bridging Theory and Practice: Challenges in Clinical Skill Application Among Radiology Technology Trainees in Ethiopia.","authors":"Alo Edin, Ashenafi Abraha, Yenuse Molla, Takala Utura, Angefa Ayele","doi":"10.1177/23821205251329739","DOIUrl":"10.1177/23821205251329739","url":null,"abstract":"<p><strong>Background: </strong>The goal of clinical practice is to bridge the gap between theory and practice by preparing students to apply their classroom-based knowledge and skills to real patient situations. However, clinical practice faces many challenges based on the setting and infrastructure of the country's clinical learning environment. This qualitative study focused to explore the challenges faced by Medical Radiology technology students and instructors during clinical practice at Hawassa University.</p><p><strong>Methods: </strong>A qualitative exploratory approach was conducted from June 15, 2022, to July 15, 2022. The participants consisted of 28 medical radiology technology students and 8 medical radiology technology instructors. The participants were selected using a purposive sampling technique, and data were collected using semi-structured open-ended questions. Focus group discussions and in-depth interviews were audio-recorded, and notes were also taken. The audio-recorded data were transcribed, translated, coded, categorized, and conceptualized into 4 major themes using thematic analysis and ATLAS ti.7.</p><p><strong>Results: </strong>In the study, we conducted a thematic data analysis to identify 4 key themes that emerged from the data. The findings revealed that department-related factors, clinical learning environment factors, clinical supervision-related issues, and poor pedagogical approaches negatively impacted the clinical experiences of radiology technology trainees.</p><p><strong>Conclusion: </strong>The study revealed significant challenges faced by radiology technology students during clinical practice in the study area. These included insufficient supervision, disorganized training, inadequate equipment, and overcrowded clinical settings. To enhance students' clinical competence and future radiography skills, the curriculum and clinical training model should be revised to better integrate theory and practice. Establishing supportive clinical learning environments through improved supervision, structured protocols, adequate equipment, and reasonable patient loads is crucial for developing radiographers who can use radiology technology equipment safely and appropriately.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251329739"},"PeriodicalIF":2.0,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11938452/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721827","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":"Fostering Reflexivity in Medical Students: Is Patient Engagement a Promising Avenue? A Qualitative Case Study.","authors":"Julie Massé, Sarah Numainville, Marie-Claude Tremblay","doi":"10.1177/23821205251324295","DOIUrl":"10.1177/23821205251324295","url":null,"abstract":"<p><strong>Background: </strong>Reflexivity enables individuals to analyze a situation based on past experience to develop other ways of thinking and perspectives for action. Reflexivity is therefore crucial for the improvement of professional practice. In medical education, recent studies have identified patient engagement as a promising strategy for fostering reflexivity in students; however, few evaluative studies have explored such a link. This article describes the reflexive effects of an intervention that engages patients in small-group discussion workshops about ethical, moral, and social issues arising from practice (as part of an undergraduate medical course at Université Laval) and presents the main processes involved in producing these effects.</p><p><strong>Methods: </strong>The study subscribes to a qualitative case study design. Cases are three groups that received the intervention in winter 2021. Data collection involved semi-structured interviews and non-participatory observation. Analysis entailed within-case and cross-case analysis. The study mobilizes Sandars' proposition of a three-stage reflexive process which is enhanced with other models of reflexivity.</p><p><strong>Results: </strong>The main reflexive effects and processes involved: (i) better understanding disembodied theoretical content, (ii) awareness of the limits of the clinical view for grasping complex situations, (iii) questioning one's convictions about the self and the profession, and (iv) awareness of the patient-doctor social distance. When considering concrete implications for action, reflexive effects refer to a patient-centered approach, implying other ways of doing, being, and thinking as a physician.</p><p><strong>Conclusions: </strong>This study was an opportunity to identify patient engagement in discussion workshops as a promising avenue to foster medical students' reflexivity and to better understand its whys and hows. It sheds new light on patient engagement's relevance and value in medical education. By identifying factors influencing the reflexive process, it also provides concrete support to medical schools wishing to commit to transformative educational postures and approaches involving patients.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251324295"},"PeriodicalIF":2.0,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11930470/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143693923","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":"Exploring the Knowledge and Utilization of Video-Based Surgical Learning Among Medical Students in a Teaching Hospital in Nigeria: A Mixed-Methods Study.","authors":"Asogun Daniel, Akhaine Jesu-Oboh Precious, Sulymon A Saka, Vivian Oghobaghase, Ojeh-Oziegbe Oseyomon, Francis Ufuah, Adomi Solomon","doi":"10.1177/23821205251329676","DOIUrl":"10.1177/23821205251329676","url":null,"abstract":"<p><strong>Background: </strong>The incorporation of video-based resources into medical education has become common practice in many middle- and high-income countries. This study aimed to assess the knowledge, usage, and receptivity of video-based learning among medical students in a resource-limited setting in Nigeria.</p><p><strong>Methods: </strong>A mixed-method approach was utilized, involving both quantitative and qualitative data collection among fourth, fifth, and sixth-year medical students. Sampling was conducted via simple random selection, and data were collected using questionnaires and focus group discussions. Quantitative data were analyzed using SPSS version 21 for descriptive statistics, while thematic coding was applied to qualitative data using NVivo.</p><p><strong>Results: </strong>A majority (79%) were aware of video-based learning, with YouTube being the most used platform. However, barriers such as high data cost (79.7%) and poor internet connectivity (77.2%) limited utilization. Qualitative analysis highlighted the value of flexible, engaging content in learning and restructuring of existing curriculum to maximize the benefits of videos but raised concerns about standardization, patient privacy, and infrastructure.</p><p><strong>Conclusion: </strong>Although students recognize the effectiveness of video-based learning, its integration into medical curricula requires addressing barriers such as internet access and content quality. Institutional support is critical for maximizing its potential.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251329676"},"PeriodicalIF":2.0,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11926824/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143693921","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}