Journal of Medical Education and Curricular Development最新文献

{"title":"Feasibility of a Multi-Perspective Diagnostic Teaching Feedback Tool in Undergraduate Physiotherapy Education.","authors":"Slavko Rogan, Ron Clijsen, Jan Taeymans","doi":"10.1177/23821205261437325","DOIUrl":"10.1177/23821205261437325","url":null,"abstract":"<p><strong>Background: </strong>This feasibility study explored the implementation of the diagnostic teaching feedback tool over a ten-day period in an undergraduate physiotherapy course at the Bern University of Applied Sciences. The main goal was to evaluate how feasible it is to incorporate the tool and its ability to facilitate short-term instructional development aligned with learner-oriented instruction (LOI).</p><p><strong>Method: </strong>One course instructor, one external observer, and a cohort of physiotherapy students participated. Data were collected twice using questionnaires completed by students, the lecturer (self-evaluation), and the observer, enabling multi-perspective comparison.</p><p><strong>Results: </strong>Feasibility was partially achieved: the tool was administered and analyzed within the planned timeframe, but student acceptance was below targets (attrition 17%, adherence 83%). Regression analyses revealed only small to moderate associations between teaching dimensions and Objective Structured Clinical Evaluation performance, and no clear evidence of LOI enhancement.</p><p><strong>Conclusion: </strong>Discrepancies between perspectives and low engagement highlight the need for motivational strategies, structured reflection, and observer training. Future research should utilize larger samples, randomized designs, and supplementary assessments to evaluate effectiveness.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261437325"},"PeriodicalIF":1.6,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13031740/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147575795","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 Educational Value and Enjoyment of Mandatory Research Assignment by Final-Year Veterinary Medicine Students.","authors":"Chiara Adami, Giovanni Franchino, Paul Freeman, Lisa Cardoso Alves","doi":"10.1177/23821205261422805","DOIUrl":"10.1177/23821205261422805","url":null,"abstract":"<p><strong>Background: </strong>The popularity of undergraduate research programs in medical curricula has grown during the last decade. The aims of this prospective e-survey study were to investigate perceived educational value and enjoyment of mandatory research assignment by final-year veterinary medicine students, and to identify potential action points to improve the undergraduate research experience.</p><p><strong>Methods: </strong>An online questionnaire composed of 19 best-answer multiple choice questions was developed with dedicated software using the Checklist for Reporting Results of Internet E-Surveys. The questionnaire could be accessed via either a hyperlink or a QR code and was distributed to a total of 121 students graduated during the academic years 2023 to 2024 and 2024 to 2025. Data from 52 students were analyzed, using descriptive statistics and analysis of proportions. The Cronbach's alpha test was utilized to assess internal consistency of the questionnaire items.</p><p><strong>Results: </strong>There was a positive association between the approachability/availability of supervisors and perceived clarity of both the assignment and expectations (<i>P</i> = .005). Half of the students (26 of 52, 50%) \"somewhat agreed\" that the project was a good opportunity to learn about research methodology and deepen their knowledge of an interesting topic. Only 4 of 52 (8%) of the students \"strongly agreed\" that the final compulsory oral presentation was a good opportunity to practice talking for an audience. Feedback from their supervisor was received at completion of the research assignment only by 31 of 52 (60%) students. The most suggested action point to improve undergraduate research experience was to make available a list of potential project titles (17 of 40, 43%).</p><p><strong>Conclusions: </strong>Our findings suggest that the undergraduate research experience was often undermined by time pressures and limited supervisory engagement. Key areas for improvement include clearer guidance, improved supervisor engagement, consistent delivery of constructive feedback, and offering predefined research topics to support students with limited research experience.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261422805"},"PeriodicalIF":1.6,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13031722/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147575869","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":"Educating for Empathy: A Simulation-Based Approach to Trauma-Informed Care in Residency Training.","authors":"Elizabeth Cerceo, Amir Davoodi, Krystal Hunter, Rachel Nash, Jeanna Mastrocinque","doi":"10.1177/23821205261437244","DOIUrl":"10.1177/23821205261437244","url":null,"abstract":"<p><strong>Introduction: </strong>Trauma-informed care (TIC) is a critical yet underrepresented component of medical education, particularly in residency training. Despite high rates of trauma exposure in the United States, most physicians lack formal training in how to recognize and sensitively respond to patients with trauma histories. This study evaluates the impact of a hybrid educational intervention-including didactics and standardized patient (SP) scenarios-on internal medicine residents' empathy and attitudes toward TIC.</p><p><strong>Methods: </strong>Second-year internal medicine residents at a single academic institution participated in a structured TIC curriculum consisting of educational sessions followed by 3 Observed Structured Clinical Examinations (OSCEs) using SPs portraying trauma-related scenarios. Faculty provided formative feedback using structured checklists. Residents completed the Jefferson Scale of Empathy (JSE) and the Attitudes Related to Trauma-Informed Care (ARTIC) Scale at baseline, 3 months, and 6 months posttraining.</p><p><strong>Results: </strong>Among 50 participating residents, survey response rates were 98%, 56%, and 58% at the 3 timepoints, respectively. Baseline scores were relatively high on both the JSE and ARTIC, with trends toward increased empathy and trauma-informed attitudes over time. While changes were not statistically significant, no decline was observed, suggesting a positive trajectory since other studies document a decline in empathy over residency training.</p><p><strong>Conclusion: </strong>This study demonstrates the feasibility and potential benefit of integrating TIC training into residency education. Even among a cohort with high baseline empathy, participation in structured TIC education and OSCEs may support the maintenance and growth of trauma-informed communication skills. These findings support the inclusion of TIC as a formal component of graduate medical education and warrant further study in larger, longitudinal cohorts.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261437244"},"PeriodicalIF":1.6,"publicationDate":"2026-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13018704/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147575842","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":"Predictors of Perceived Educational Relevance: A Regression Analysis Based on Teaching CanMEDS Roles.","authors":"Verneri Hannula, Lari Lehtovirta, Petri Kulmala, Markku Sumanen","doi":"10.1177/23821205251407752","DOIUrl":"10.1177/23821205251407752","url":null,"abstract":"<p><strong>Introduction: </strong>The CanMEDS framework, originally developed for postgraduate training, has also been adopted in undergraduate medical education. Evaluating how well undergraduate training prepares graduates for clinical work is one way to assess its success.</p><p><strong>Materials and methods: </strong>This study examined how Finnish doctors perceive the correspondence between their undergraduate education and their current work, and how the teaching of CanMEDS roles and other factors are associated with these evaluations. Data came from the Finnish nationwide Physician 2023 survey (response rate 49%). Of the 4882 respondents, 1240 had graduated between 2014 and 2023 and comprised the study group. Respondents assessed satisfaction with hospital and health centre training and with the teaching of the seven CanMEDS roles. Binary logistic regression was used to examine associations with perceived correspondence between undergraduate education and current work.</p><p><strong>Results: </strong>About 45% of respondents reported that their education corresponded well to their work. Nearly 80% were satisfied with hospital training, while only slightly more than half were satisfied with health centre training. The regression model explained 30% (Nagelkerke <i>R</i> ²) of the variance in perceived correspondence, with a correct classification rate of 71%. Teaching of Medical knowledge (<i>OR</i> = 3.70, 95% CI [2.35-5.84]) showed the strongest association. Communication skills, Health Advocacy, and Leadership and Management skills were not significantly associated with perceived preparedness.</p><p><strong>Conclusions: </strong>Finnish doctors' perceptions of undergraduate education aligning with work were strongly linked to the teaching of medical knowledge and lifelong learning. Hospital training contributed more to perceived preparedness than health centre training. Several CanMEDS roles showed limited association with preparedness.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205251407752"},"PeriodicalIF":1.6,"publicationDate":"2026-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13018681/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147575816","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":"Grief and Coping Education in US Preclinical Medical Curricula: Findings from an Exploratory Survey.","authors":"Vineet Vishwanath, Maria M Plummer","doi":"10.1177/23821205261435459","DOIUrl":"https://doi.org/10.1177/23821205261435459","url":null,"abstract":"<p><strong>Background: </strong>Physicians frequently experience emotional distress and grief in response to patient suffering and death. Collective professional experience suggests that while these emotions may be burdensome, the skills needed to cope with these emotional realities develop gradually, through repeated exposure and structured reflection. Although many US medical schools now include end-of-life (EOL) teaching in their preclinical curricula, much less attention is paid to how medical trainees learn to develop healthy coping strategies to address these emotions.</p><p><strong>Purpose: </strong>This exploratory survey examined how US medical schools address physician grief and coping during the preclinical years, defined as the educational phase before supervised clinical settings or clerkships.</p><p><strong>Methods: </strong>A 30-item questionnaire was sent to a course director, academic dean, or other curricular leader at 192 Liaison Committee on Medical Education (LCME) accredited M.D. and Commission on Osteopathic College Accreditation (COCA) accredited D.O. schools in the US between November and December 2024. Survey items addressed the prevalence, format and depth of grief and coping-related instruction, as well as a broader EOL education. Responses were summarized using descriptive statistics.</p><p><strong>Results: </strong>Ten institutions provided completed responses (response rate 5.2%). Among the responding institutions, 70% reported integrating EOL content into required courses, however instruction on physician grief and coping was limited. In total, 60% of respondents provided fewer than five hours devoted to coping, and most lacked a structured curriculum on the topic. Opportunities for reflection and faculty-led discussions about student well-being varied. Only one institution reported a curriculum committee on physician grief and coping.</p><p><strong>Conclusions: </strong>Among responding institutions, structured grief and coping education in the preclinical years appears limited relative to the broader inclusion of EOL education. Our findings highlight variability in how US medical schools address the emotional dimensions of medicine and suggest opportunities for further investigation and curricular development. Integrating grief and coping education into preclinical curricula may ultimately support both professional identity formation and physician wellbeing.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261435459"},"PeriodicalIF":1.6,"publicationDate":"2026-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13039567/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147610240","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":"Artificial Intelligence Generated Videos as Supportive Tools in Medical Education: A Scoping Review.","authors":"Pinto Francisco Impito","doi":"10.1177/23821205261437352","DOIUrl":"10.1177/23821205261437352","url":null,"abstract":"<p><p>Generative artificial intelligence (GenAI) has introduced a transformative approach in medical informatics and education. AI-driven video models, such as Sora, HeyGen, Synthesia, and Google Veo 3, among others, can autonomously generate realistic clinical materials, including synthetic patients and simulated scenarios. This technology system represents an emerging domain of medical learning informatics that integrates AI-generated content, simulation, and pedagogy. This scoping review, based on selected studies, identifies and synthesizes educational outcomes, highlights the methodological limitations of AI-generated videos as training tools for medical students, and explores technical and pedagogical challenges to guide future research. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews framework, the literature searches were conducted across Google Scholar, PubMed, ScienceDirect, Scopus, and gray literature sources. Studies were included if they focused on AI-generated videos as educational tools for medical education. A single reviewer conducted screening of titles, abstracts, and full texts, and data were systematically extracted using a standardized charting form, including study design, AI tool utilized, outcomes, limitations, and challenges. Of the 970 retrieved records, 8 studies met the inclusion criteria. The latter demonstrated that AI-generated videos can enhance knowledge retention, skill acquisition, and learner engagement, outperforming traditional methods of delivering practical exercises in medical education. Reported challenges included issues with accuracy, limited emotional authenticity, ethical standards, and the necessity for pedagogical consistency. AI-driven videos are a promising innovation in medical education, offering scalable, interactive, and personalized learning. However, their integration requires a solid validation framework, interdisciplinary collaboration, and governance models that guarantee ethical and pedagogically appropriate use. Additionally, long-term, cross-institutional studies are necessary to evaluate the lasting educational and clinical effects.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261437352"},"PeriodicalIF":1.6,"publicationDate":"2026-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13013995/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147522291","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":"Feedback and Debriefing in Healthcare Education to Improve Communication Skills: A Large Scoping Review.","authors":"Hanna Brodowski, Muriel Marieke Kinyara, Leonie Göbel, Felix Edert, Anna Dammermann, Nicole Strutz, Katharina Röse","doi":"10.1177/23821205261431560","DOIUrl":"10.1177/23821205261431560","url":null,"abstract":"<p><strong>Background: </strong>Feedback and debriefing are crucial components of communication skills training, as they foster reflective learning and support the consolidation of core competencies. This review aims to systematically identify, map, and analyze the literature on how feedback is implemented in communication training in the context of healthcare education.</p><p><strong>Methods: </strong>This scoping review follows the 5 stages of the methodological framework proposed by Arksey and ÓMalley (2005). Four online databases-MEDLINE, Cochrane Library, PsycInfo via Ovid, and ISI Web of Knowledge-were systematically searched to identify relevant studies.</p><p><strong>Results: </strong>365 articles were included in the final analysis. Articles reported that communication skills training is frequently conducted in small-group settings, with participants receiving immediate post-event feedback from multiple perspectives. There was a notable lack of consistency in reporting details related to the characteristics of debriefers and standardized patients, as well as in the approaches used to guide the debriefing process. Structured, multiphase feedback methods were rarely described.</p><p><strong>Conclusions: </strong>This review shows that, although the importance of feedback in communication skills training is widely acknowledged, it is rarely described in sufficient detail. A clear gap emerges between the theoretical understanding of feedback's value and characteristics and its structured implementation in practice. While there is a slight trend toward increased use of standardized feedback models, this appears unrelated to the specific setting, communication scenario, or profession.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261431560"},"PeriodicalIF":1.6,"publicationDate":"2026-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13009806/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147515660","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":"Growing Professionals: Exploring the Impact of a Professional Identity Formation Curriculum in Medical School.","authors":"Lisa Altshuler, Linda Tewksbury, Lynn Buckvar-Keltz, Elizabeth Wargo, Adina Kalet","doi":"10.1177/23821205261427163","DOIUrl":"10.1177/23821205261427163","url":null,"abstract":"<p><strong>Objective: </strong>A growing body of literature seeks to understand how best to support students in their Professional Identity Formation (PIF) during medical school. Recent work has suggested the need for a longitudinal approach that supports development of and recognizes variation in professional identity (PI) reflecting individual differences in perspectives and goals. We sought to evaluate a longitudinal, formal PIF curriculum at our medical school through a qualitative analysis of learner perspectives.</p><p><strong>Methods: </strong>We invited third- and fourth-year medical students likely to have strong opinions on the PIF curriculum to participate in semi-structured interviews, aiming to capture diverse opinions and outliers to better understand its impact. Twenty students were invited to participate, and 15 students consented to participate. We took an inductive thematic approach to data analysis. The first three transcripts were read by coders before the coding process began. Readers then reread the transcripts and independently generated initial codes and then met to develop a consensus on codes and coding framework. The agreed-upon framework was then used to code the subsequent transcripts.</p><p><strong>Results: </strong>Our student interviews revealed a range of perspectives on the PIF curriculum as well as their PI. Five major themes within the data were identified, reflecting the developmental process of identity formation, the challenges and tensions that inform that development, and the impact of the curriculum on the learners' identity development. These themes are 1) deciphering the curriculum and curricular concepts, 2) grappling with the concept of PIF, 3) actively crafting an identity, 4) challenges to engaging with PIF curriculum, and 5) strengthening the curriculum.</p><p><strong>Conclusions and practice implications: </strong>The development of a PI in budding physicians is complex, and students appreciate the ability to explicitly reflect on and shape their identity, while receiving support and feedback about the process from educators. A formal PIF curriculum that supports students in actively creating their PI provides them with a better understanding of the challenges involved and the scaffolding needed to develop a mature PI that aligns with both professional and personal values.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261427163"},"PeriodicalIF":1.6,"publicationDate":"2026-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13010027/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147515652","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":"Maximizing Feedback and Reducing Survey Length: A Retrospective Cohort Study of Student Evaluation of Teaching.","authors":"Kristina B Nelson, Ryan C Jimison, Allison M LeMahieu","doi":"10.1177/23821205261431559","DOIUrl":"10.1177/23821205261431559","url":null,"abstract":"<p><strong>Objective: </strong>Asking students to answer 30 +  questions in an optional student evaluation of teaching (SET) increases the likelihood that instructors may not receive critical feedback due to survey fatigue. A considerable body of educational research on how to incentivize student completion of SETs offers a variety of suggestions to combat fatigue, perceptions of value, and other issues.</p><p><strong>Methods: </strong>This retrospective cohort study from January 2021 to March 2024 investigates the impact of a shortened, 4-question mandatory SET on response rates and qualitative feedback within a Clinical and Translational Science (CTS) program. Unadjusted linear mixed-effects regression models assessed the relationships of SET type (optional SET vs experimental SET) and SET response outcomes.</p><p><strong>Results: </strong>Over the course of the study, 844 students completed optional (N = 473) and experimental (N = 371) SETs. Requiring SET completion to access assessments increased both participation (Estimate 62.43, 95% CI: 52.41-72.45; <i>P</i> < .001) and qualitative responses (Est. 43.65, 95% CI: 32.24-55.05; <i>P</i> < .001). Relative to the optional SET, the experimental SET was associated with more blank qualitative responses (Est. 7.28, 95% CI: 4.70-9.86; <i>P</i> < .001) and a higher total word count (Est. 989.59, 95% CI: 513.78-1465.40; <i>P</i> < .001). Course satisfaction scores did not differ significantly between survey types (Est. 0.05, 95% CI: -0.13-0.22; <i>P</i> = .60).</p><p><strong>Conclusion: </strong>This study's findings demonstrate that short, mandatory, learning management system-integrated SETs effectively increase qualitative feedback and can offer a feasible model for institutions aiming to gather actionable items to inform course design and delivery.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261431559"},"PeriodicalIF":1.6,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13010019/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147515568","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":"Design and Evaluation of a Simulation-Based Program to Enhance Inter- and Intraprofessional Communication in Medical Education.","authors":"Marielle Jambroes, Anna Kersten, Rianne Poot, Carlotta Neef, Marjo Wijnen-Meijer","doi":"10.1177/23821205251414795","DOIUrl":"10.1177/23821205251414795","url":null,"abstract":"<p><p>To enhance teamwork and patient safety, it is crucial to implement training in both inter- and intraprofessional communication within healthcare setting. Simulation-based learning provides a practical and structural approach, offering realistic, hands-on experiences to enhance communication skills. This study used a descriptive mixed-methods design to evaluate a 4-day simulation-based training programme developed to enhance the inter- and intraprofessional communication skills of medical students. A total of 216 students (eight cohorts) participated. The students participated in a variety of activities designed to stimulate the various roles of physicians, including hospital physicians, general practitioners, and public health physicians. These activities included the performance of authentic tasks such as the composition of referral letters, consultation with colleagues, and participation in multidisciplinary meetings (MDMs). The programme incorporated interactive assignments, standardized patient interactions, and real-time feedback, in addition to reflection and formative assessment, with the objective of reinforcing skills and preparing students for collaborative practice in a variety of healthcare settings. Quantitative evaluation results showed that students rated the outpatient clinic component with a mean score of 4.3 and the MDM with 3.3 on a five-point scale (1 = poor, 5 = very good). After participation in the simulation students perceived enhanced communication skills and increased understanding of the importance of collaboration across healthcare disciplines. Participants expressed a high level of satisfaction with the authenticity of the tasks and reported an increased sense of preparedness for their clerkships. These findings serve to demonstrate the perceived effectiveness of simulation-based education in the context of medical training. As the results are based on self-reported perceptions, they reflect perceived rather than demonstrated efficacy.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205251414795"},"PeriodicalIF":1.6,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12979884/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147463873","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}