Journal of Medical Education and Curricular Development最新文献

{"title":"Student and Lecturer Perceptions of the Use of an AI to Improve Communication Skills in Healthcare: An Interview Study.","authors":"Hanna Brodowski, Anna Dammermann, Muriel Marieke Kinyara, Martina Andrea Obst, Fabian Samek, Corinna Peifer, Katharina Roese","doi":"10.1177/23821205251358089","DOIUrl":"10.1177/23821205251358089","url":null,"abstract":"<p><strong>Background and objectives: </strong>Communication is a complex skill and key component for professionals in healthcare. Complex skills are best learned through experiential learning like role-plays or simulated patient encounters. The aim of the present study is to explore how students and lecturers assess the conditions under which the use of an artificial intelligence (AI)-based feedback system can promote the learning process.</p><p><strong>Methods: </strong>An interview study with health profession students and lecturers was conducted using a qualitative descriptive design. Recorded audio data was transcribed and evaluated by structuring qualitative content analysis. The research process was conducted and continually reflected by an interprofessional research team. Ethical approval was obtained.</p><p><strong>Results: </strong>Using qualitative content analysis, 4 major themes were identified. These are \"conditions,\" \"communication scenarios,\" \"AI-based learning platform\" and \"debriefing.\" Lecturers and students welcome the idea of AI providing output on verbal and para-verbal aspects. To implement AI-based output into a teaching programme AI functionality should be adaptable to the specific situation. Lecturers and students highlighted that AI could be particularly valuable for speech qualities which are often difficult for humans to assess. AI could give freedom to focus on additional aspects of the conversation by documenting desirable speech qualities. Lecturers and students prefer for the AI-based output to be given at the end of rather than within the role-play. Furthermore, they wish for communication scenarios to be analysed repeatedly in order to track progress.</p><p><strong>Conclusion: </strong>Practicing in a safe environment and receiving competent credible feedback, with lecturers trained in facilitation, is a pre-requisite for the entire learning progress. The integration of an AI-based feedback system should be characterised by both flexibility of the AI application and standardisation of the communication scenario.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251358089"},"PeriodicalIF":1.6,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12319196/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144785596","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":"Shaping Tomorrow's Doctors: The Impact of Socioeconomic and Institutional Factors on Medical Education Quality in Brazil: An Ecological Study.","authors":"Quécia H Fatel, Flávia Gm Silva, Katia M Avena, Rodrigo C Menezes, Bruno B Andrade, Luiz F Quintanilha","doi":"10.1177/23821205251360521","DOIUrl":"10.1177/23821205251360521","url":null,"abstract":"<p><strong>Objectives: </strong>Education holds transformative power in society, driving economic and social development. In medical education, training quality leads to well-prepared physicians and directly impacts patient care. In Brazil, a key measure of medical training quality is the National Student Performance Exam (Enade). This study aims to analyze the institutional, social, and economic determinants of the quality of medical education in Brazil through Enade scores.</p><p><strong>Methods: </strong>An ecological study was conducted with all Brazilian higher education institutions participating in the Enade for the Medicine undergraduate course in the last 5 editions. Group comparisons and a multivariable logistic regression model were conducted to examine the associations between institutional, social, and economic aspects with the Enade score, categorizing institutions into high and low/medium score groups.</p><p><strong>Results: </strong>Considering all editions, the average Enade score of medical schools in Brazil was 2.8. Geographic location was a determining factor of Enade results. The highest proportion of high scores was observed in South (62.4%) and Central-West (57.3%) regions, and low scores in the North (76.4%), Southeast (64.1%), and Northeast (52.6%). The proportion of medical schools with high Enade scores increased over time (<i>P</i> < .001), and they demonstrated significantly higher performance in general knowledge tests (+10.6%; 64.4 vs 58.20) and specific knowledge tests (+16.0%; 65.4 vs 56.4). Institutional factors associated with better student performance in Enade included a well-rated didactic-pedagogical organization (odds ratio [OR]: 1.62 [confidence interval (CI): 1.10-2.40]), a more qualified faculty (OR: 1.81 [CI: 1.27-2.59]), and being publicly administered (OR: 5.74 [CI: 3.44-9.95]).</p><p><strong>Conclusion: </strong>This study highlights significant variations in training quality among medical schools nationwide, with the Center-South region showing a higher proportion of institutions achieving high Enade scores compared to more socioeconomically vulnerable regions in Brazil. Institutional characteristics such as well-rated didactic-pedagogical organization, a highly qualified faculty, and public administration are associated with better exam performance.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251360521"},"PeriodicalIF":1.6,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12317268/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144776428","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":"Sustaining Community Engagement: Lessons Learned From Medical Education for Community-Academic Partnerships.","authors":"Jan Kirk Carney, Thomas V Delaney","doi":"10.1177/23821205251353070","DOIUrl":"10.1177/23821205251353070","url":null,"abstract":"<p><strong>Objective: </strong>We describe a novel evaluation of attitudes toward engagement with a required medical school course from the perspective of the participating community organizations. We then consider lessons learned about sustained community engagement from this longstanding community-academic partnership and potential implications for public health and research partnerships. The aim of this observational study is to assess facilitators of community engagement to improve engagement with community organizations.</p><p><strong>Methods: </strong>Data collection consisted of end-of-course evaluations collected from community mentors of the student teams. Surveys were completed at the end of each course and they used a common set of questions across cohorts. Data from the Class of 2019 through the Class of 2026 were analyzed using a qualitative framework and descriptive statistics.</p><p><strong>Results: </strong>One hundred mentors completed surveys across 7 years of measurement. The most frequently cited reasons for participating are interest in influencing the training of health professionals, needing additional help, and wanting a relationship with the university. Community organizations agreed or strongly agreed that the community/people served benefitted from projects and that the relationships will continue. Organizations reported a wide variety of benefits, and current and planned uses for project findings, ranging from internal program evaluation and planning to external outreach, education, and advocacy.</p><p><strong>Conclusions: </strong>Facilitators and drivers of successful partnerships are essential for project success and sustained community engagement. Our data and experience suggest that documented community benefit is essential for long-term engagement, adding to the current literature for community engagement in medical education and research.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251353070"},"PeriodicalIF":1.6,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12304611/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144745412","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 Effectiveness of Peyton's 4-Step Approach to Teach Resuscitation Skills: A Randomized Controlled Clarification Study.","authors":"Denisa Cenaj, Leonie Schulte-Uentrop, Leonie Fee Laura Kröger, Josephine Küllmei, Jan-Marcus Haus, Parisa Moll-Khosrawi","doi":"10.1177/23821205251358090","DOIUrl":"10.1177/23821205251358090","url":null,"abstract":"<p><strong>Objectives: </strong>The aim of this study was to compare the effectiveness of the Peyton approach with the traditional 2-step approach instruction and to clarify if a possible superiority can be attributed to specific skill domains. The primary and secondary outcome were the quality of resuscitation, reflected by technical (TS)- and nontechnical skills (NTS). The tertiary outcome were the subjective learning gains of the undergraduates.</p><p><strong>Methods: </strong>In a randomized controlled simulation study, second year medical undergraduates participated in compulsory Advanced Cardiac Life Support training (ACLS). The control group received the 2-step approach and the intervention group Peyton's 4 step approach as a training instruction.</p><p><strong>Results: </strong>N = 290 second year medical undergraduates participated in the study. There were no relevant differences between both groups in purely haptically skills like chest compression. The intervention group showed significantly better procedural skills of ACLS skill domains, resulting in lower no-flow time during the scenarios (<i>t</i>(120) = 2.132, <i>P</i> = .035)). NTS of both groups did not differ (<i>t</i>(150) = 1.694, <i>P</i> = .092)). Undergraduates of the intervention group reported significant higher learning gains for procedural ACLS skills, like performing the algorithm (<i>P</i> < .001).</p><p><strong>Conclusion: </strong>Integrating Peyton's 4-step approach into structured ACLS training enhances procedural cardiopulmonary resuscitation skills, adherence to the ACLS algorithm, and skill retention in advanced stages of medical education, especially when undergraduates have prior resuscitation experience. While the method shows limited benefit for teaching discrete tactile skills in earlier stages, its strategic inclusion in later phases can optimize curriculum design by aligning advanced teaching methods with learners' developmental needs. These findings highlight the importance of tailoring ACLS education to maximize training effectiveness and improve resuscitation outcomes.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251358090"},"PeriodicalIF":1.6,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12304607/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144745413","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":"Peer-Led Neonatal Resuscitation Training: Experience of Kairuki University.","authors":"Raidah R Gangji, Leonard Malasa, Gambuna D Koya, Aliasgar Khaki, Felician Rutachunzibwa, Maulidi Fataki, Florence Salvatory Kalabamu, Esther M Johnston, Esther Mwaikambo","doi":"10.1177/23821205251358037","DOIUrl":"10.1177/23821205251358037","url":null,"abstract":"<p><strong>Background: </strong>Neonatal mortality remains a significant public health concern in Tanzania, with birth asphyxia being one of the leading causes. The Helping Babies Breathe program aims to equip providers with essential neonatal resuscitation skills, particularly in resource-limited settings.</p><p><strong>Objective: </strong>To assess and document the effectiveness of a peer-led training program on knowledge and confidence in neonatal resuscitation.</p><p><strong>Methods: </strong>Helping Babies Breathe-Kairuki University (HBB-KU) initiative; a student-led program including both theoretical and practical components attended by future and current healthcare professionals (HCPs). Pre- and post-training knowledge tests assessing knowledge and understanding, and self-evaluation tests reporting self-confidence were administered.</p><p><strong>Results: </strong>Test results of participants from 2016 to 2023 were analyzed using the paired <i>t</i>-test. HBB-KU initiative successfully trained 1389 trainees. A total of 1243 (93.11%) included medical, nursing, and other health-allied science students. Pre (10.63 ± 2.53) and post (14.71 ± 1.60) training knowledge test scores demonstrated statistically significant (<i>P</i> < .01) improvements. Confidence prior to training, 213 (15.97%) participants reported feeling \"very confident\"; however, following training, an increase was noted, reaching 784 (58.72%) participants feeling \"very confident,\" demonstrating a difference of 42.75%.</p><p><strong>Conclusion: </strong>The results indicate HBB-KU peer-led training initiative is effective in mitigating knowledge gaps and developing confidence around neonatal resuscitation among participants. Given the resource-limited setting, this accomplishment provides a context for a replicable model where students can teach and train peers, and practicing HCPs may be an efficient method to expand neonatal care in similar circumstances, globally.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251358037"},"PeriodicalIF":1.6,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12290356/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144733775","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 Microlearning Asynchronous Curriculum to Improve Internal Medicine Trainees' Confidence and Skill in Interpreting ECGs.","authors":"Matthew Capustin, Spencer Weintraub, Ji-Cheng Hsieh, Jack Alboucai, Farzana Antara, Karen Friedman","doi":"10.1177/23821205251358038","DOIUrl":"10.1177/23821205251358038","url":null,"abstract":"<p><strong>Background: </strong>Skills in electrocardiogram (ECG) interpretation are critical in clinical decision making but remain poor among Internal Medicine residents. There remains no standardized method for teaching ECG interpretation.</p><p><strong>Methods: </strong>This study aimed to leverage the benefits of microlearning by assessing an asynchronous microlearning ECG curriculum for Internal Medicine residents at a single academic residency program between September 2023 and June 2024. The ECG curriculum was comprised of 30 mandatory weekly ECGs which included a clinical vignette, a 12-lead ECG, and a single multiple-choice or free response question posted on Microsoft Teams. Residents were required to submit interpretations within 1 week, after which the answer, a short description of ECG findings, and clinical pearls were posted. Data collection included pre-post surveys with a 1- to 5-Likert scale measuring self-reported confidence and a test containing 15 unique ECGs.</p><p><strong>Results: </strong>Of 151 total categorical and preliminary Internal Medicine residents, 38 (25.2%) completed pre-post surveys and were analyzed as matched pairs. Residents demonstrated increases in Likert ratings of confidence (mean post-pre score difference 0.44 of 5, <i>P</i> = <.01), overall performance (mean post-pre raw score difference 0.97 of 15, <i>P</i> = <.01), and performance in identifying normal variants (mean post-pre score subset difference 14.21%, <i>P</i> = .017). Residents had no significant change in performance in identifying tachyarrhythmias (mean post-pre score subset difference 5.9%, <i>P</i> = .24), ST-segment changes (0.88%, <i>P</i> = 0.89), or conduction disease (-0.65%, <i>P</i> = .92).</p><p><strong>Conclusions: </strong>Overall, this curriculum was effective in improving resident confidence in and knowledge of ECG interpretation, with a particular strength in identifying normal/normal variants. Next steps include targeting specific ECG pathologies in which residents show particular knowledge gaps and creation of a 3-year longitudinal curriculum to reinforce knowledge over the course of a 3-year residency.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251358038"},"PeriodicalIF":2.0,"publicationDate":"2025-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12277935/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144683342","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 and Awareness of Medical Students Toward Teleradiology and the Application of Artificial Intelligence in Diagnostic Radiology: A Cross-Sectional Study.","authors":"Afnan Almuhanna, Danyah Almohsen, Deem AlSultan, Deemah Alhuraish, Farah AlRatrout, Rabab Alzanadi, Rana Abbas","doi":"10.1177/23821205251358005","DOIUrl":"10.1177/23821205251358005","url":null,"abstract":"<p><strong>Rationale and objectives: </strong>Teleradiology and artificial intelligence (AI) have emerged as important tools for facilitating healthcare workers in diagnosing, treating, and preventing diseases. They can also be used in the analysis of X-ray images, magnetic resonance imaging, and computed tomography scans. This study delves into the perceptions of medical students at Imam Abdulrahman University (IAU) regarding the role of AI and teleradiology. The findings also shed light on the opinions of medical students at the IAU regarding the potential augmentation and replacement of radiologists with AI.</p><p><strong>Materials and methods: </strong>A cross-sectional study was conducted in August 2023 among 292 medical students and interns at Imam Abdulrahman bin Faisal University (IAU), Eastern region, Saudi Arabia, with a response rate of 65.2%. Data were collected using an online self-administered questionnaire. The Chi-square test was applied to evaluate the association between demographic factors and perceptions of AI and teleradiology. Since the study was conducted at a single institution, the findings may not be generalizable to all medical students in Saudi Arabia. Students from other universities with different curricula and exposure to AI/teleradiology may have different perceptions. Future multicenter studies are recommended to provide a broader perspective. Additionally, self-reported data are susceptible to response bias, as participants may provide answers they perceive as socially desirable rather than their true opinions. To minimize this, the questionnaire was anonymous, and students were encouraged to answer honestly. However, the possibility of bias cannot be eliminated.</p><p><strong>Results: </strong>The study concluded that 65.2% believed that radiologists should embrace AI. Moreover, 56.1% agreed that the AI would augment the radiologist's capability and efficiency. However, 46.2% believed that teleradiology could replace radiologists working at the hospital, and 42.5% agreed that the impact of AI alone would reduce the number of radiologists needed in the field.</p><p><strong>Conclusion: </strong>Medical students expressed different opinions on the role of AI in augmenting or replacing radiologists. As for teleradiology, the results were promising as students showed interest and optimistic views. Understanding and addressing these perceptions from our future physicians is crucial for developing a strong radiology workforce capable of navigating the transformative journey of a more technological healthcare environment.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251358005"},"PeriodicalIF":2.0,"publicationDate":"2025-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12277554/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144683343","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":"Burnout and Psychological Safety: A Questionnaire Study of Medical Students.","authors":"Aziz Bitar, Jens Boman, Emelie Kristoffersson","doi":"10.1177/23821205251359380","DOIUrl":"10.1177/23821205251359380","url":null,"abstract":"<p><strong>Background: </strong>Psychological safety-defined as the perception that a group environment is safe for interpersonal risk-taking-could influence the development of burnout among medical students. This study, therefore, sought to investigate the prevalence of burnout, the level of psychological safety, and their association in this population.</p><p><strong>Methods: </strong>We surveyed undergraduate medical students (<i>n</i> = 944) enrolled in semesters 2 to 10 at a Swedish medical school using a questionnaire containing the Burnout Assessment Tool (BAT-12), Amy Edmondson's Team Psychological Safety Survey, and socio-demographic questions. Data were analyzed using descriptive statistics, <i>t</i>-tests, one-way ANOVA, Pearson's correlation, and hierarchical regression analysis.</p><p><strong>Results: </strong>A total of 457 medical students (62.6% women) completed the questionnaire (response rate: 48%). Of the participants, 51.4% scored above the cut-off for burnout risk, and among these, 25.6% were at very high risk. Women scored significantly higher on burnout and lower on psychological safety than men. A significant negative association was found between psychological safety and burnout, with psychological safety accounting for an additional 14.3% of the variance in burnout scores.</p><p><strong>Conclusions: </strong>Our findings suggest that more than half of the surveyed medical students are at risk for burnout and that lower levels of psychological safety are associated with higher levels of burnout. Furthermore, women appear to be at higher risk for burnout and perceive medical school as less psychologically safe than male students. While longitudinal studies are needed to assess the causality between low psychological safety and burnout, our results provide impetus for developing interventions to prevent burnout and addressing an eventual lack of psychological safety in medical school.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251359380"},"PeriodicalIF":2.0,"publicationDate":"2025-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12277557/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144683344","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":"Scoping Review: The Effectiveness of Interprofessional Virtual Reality Simulation.","authors":"Nebras Alghanaim, Jo Hart, Gabrielle Finn","doi":"10.1177/23821205251346327","DOIUrl":"10.1177/23821205251346327","url":null,"abstract":"<p><strong>Background: </strong>Interprofessional education (IPE) is utilised as a teaching strategy for future health practitioners to be effective team members in the healthcare system. Technology such as simulation is widely used in education. Virtual reality (VR) is a branch of simulation where learners interact in a virtual world. This scoping review aimed to evaluate the effectiveness of virtual reality simulation modality in interprofessional (VR-Sim IPE) health education schemes, specifically for non-technical skills.</p><p><strong>Method: </strong>The PRISMA-ScR checklist and the Arksey and O'Malley methodological framework were used. Databases searched were Web of Science, ProQuest, OVID, SCOPUS, CINAHL Plus and British Educational Index from 2010 to 2025. Twelve articles met the search criteria. Articles were reviewed using three high-quality assessment tools: MERSQI, CASP and MMAT.</p><p><strong>Results: </strong>To explore effectiveness, four models were used. Firstly, findings were mapped to the four IPE domains/capabilities: Ethical practice, knowledge in practice, interprofessional working and reflection (learning). The second model was the 6 levels of learning efficacy; most studies showed level 4 of learning efficacy, while few articles captured the highest level (level 6). Thirdly, according to Revised Bloom's taxonomy learning domain (specifically the knowledge-cognitive dimension), 42% of the articles were categorised in analysing cognitive level and conceptual knowledge dimension. The highest level detected was evaluating cognitive level and procedural knowledge dimension. Finally, the modified Kirkpatrick's model for evaluating the effectiveness of educational outcomes was detected in 42% of the studies at level 3, ie, change in behaviours, the highest level captured in the review.</p><p><strong>Discussion and conclusion: </strong>This study showed how VR might be used in IPE activities. None of the articles assessed a procedure's technical skills or algorithm. Future considerations of implementing IPE using VR in undergraduate health students' modules and utilising the VR in assessment, for example, formative or summative objective structured clinical examinations (OSCEs), are required.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251346327"},"PeriodicalIF":2.0,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12276473/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144676080","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 Quantitative Approach to Data Collection and Analysis of ECHO Programs Focused on Cancer Care.","authors":"Jennifer McBride, Patrick Edwards, Mindi Odom, Rich Killewald","doi":"10.1177/23821205251358088","DOIUrl":"10.1177/23821205251358088","url":null,"abstract":"<p><strong>Introduction: </strong>The American Cancer Society (ACS) estimates over 2 million new cancer cases will be diagnosed in the United States in 2024. We utilize the Extension for Community Healthcare Outcomes (ECHO) Model^® developed by the University of New Mexico's ECHO Institute to address cancer-related knowledge gaps between healthcare professionals in underserved communities and specialists. By connecting healthcare professionals through a virtual telementoring community, ECHO programs are designed to increase local expertise and improve patient care.</p><p><strong>Methods: </strong>This quantitative investigation evaluates the effectiveness of four ACS ECHO programs focused on cancer care across 2023 and 2024 by examining participants' engagement, likelihood to use what was presented, as well as changes in knowledge and confidence.</p><p><strong>Results: </strong>The ACS ECHO programs engaged 431 unique participants, averaging 108 participants per program. Of those participants, 59% were planning to use the information presented within a month. On average, participants' knowledge and confidence had mean increases on a 5-point scale of +0.84 and +0.77, respectively, reflecting participants' readiness and ability to apply what they learned into practice.</p><p><strong>Conclusion: </strong>These findings can inform insights for promoting ECHO program sustainability and directions for future research, including integrating qualitative insights to deepen our contextual understanding of ACS ECHO program effectiveness. While previous evaluations of ECHO programs have solely relied on qualitative approaches, the quantitative methods used in this study can offer an objective approach to evaluating model implementation and program impact.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251358088"},"PeriodicalIF":2.0,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12276416/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144676079","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}