Journal of Medical Education and Curricular Development最新文献

{"title":"Investigating Clinical-Relevant Learning in the Anatomy Curriculum: Perspectives and Effectiveness for Undergraduate Medical Students.","authors":"Mudan Zhang, Yan Yu, Baofei Sun, Chaolun Xiao, Jingxi Yang, Zijiang Yu, Dan Yang","doi":"10.1177/23821205251328952","DOIUrl":"10.1177/23821205251328952","url":null,"abstract":"<p><strong>Background: </strong>Traditional anatomical education often lacks clinical application. This study aimed to investigate the feasibility of clinical-relevant education in the anatomy curriculum.</p><p><strong>Methods: </strong>A total of 109 4th-year and 5th-year undergraduate medical students, including 8 international students, completed the questionnaire. The questionnaire comprised 20 questions divided into 5 sections, resulting in 109 responses collected for all questions. Students enrolled in the 5-year program at Guizhou Medical University in 2019 (<i>n</i> = 27) and 2020 (<i>n</i> = 30) were included in the clinical-relevant education evaluation in the anatomy curriculum.</p><p><strong>Results: </strong>The questionnaire return rate was 100%. Approximately 40.4% of undergraduate medical students expressed neutrality or dissatisfaction with the traditional anatomy teaching methods. Most students felt that the methodology overly emphasized theory while neglecting clinical experience. Over half had not taken advantage of clinical opportunities offered by the university, and only 58.7% felt adequately prepared with anatomical knowledge for clinical work. Forty-four percent had not systematically reviewed the dissection laboratory after starting clinical practice. However, the majority strongly supported the need for clinical experiential education, with abdominal surgical observation being the most preferred type. In the \"Human Anatomy\" course, average daily scores for students enrolled in 2019 and 2020 were 89.6 ± 1.4 and 90.9 ± 2.3 (<i>P </i>< .05), respectively. For \"Regional Anatomy\" averages were 88.8 ± 3.6 and 91.5 ± 0.7 (<i>P </i>< .001). The final scores for \"Human Anatomy\" were 67.7 ± 10.6 and 81.0 ± 7.6 (<i>P </i>< .0001), while \"Regional Anatomy\" scores were 92.4 ± 3.9 and 96.3 ± 3.0 (<i>P </i>< .0001).</p><p><strong>Conclusions: </strong>This study highlights students' dissatisfaction with their anatomical knowledge and the traditional anatomical education. Our reform demonstrates the positive impact of the clinical-relevant learning anatomy curriculum we are currently implementing.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251328952"},"PeriodicalIF":2.0,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11926839/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143693924","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":"Climbing and Medicine: Lessons from El Capitan for Medical Education.","authors":"Paul B Brandfonbrener","doi":"10.1177/23821205251329668","DOIUrl":"10.1177/23821205251329668","url":null,"abstract":"<p><p>In this reflective essay, the author explores the parallels between climbing El Capitan, a 3000-foot granite monolith in Yosemite Valley, and his medical education, with a focus on how Knowles' andragogical model of adult learning shaped his approach to both. Drawing from his experience as an adult learner, he examines how the principles of self-directed learning, experiential learning, and motivation apply both to scaling a challenging rock face and to the demands of medical school. He reflects on how understanding the relevance of learning, taking ownership of progress, integrating previous experiences, and maintaining intrinsic motivation were key to success in both endeavors. Through this comparison, the author argues that Knowles' model can offer valuable insights into improving medical education, particularly by creating curricula that are relevant, appropriately challenging, and grounded in real-world applications. This reflection underscores the importance of fostering a learning environment that is experiential, self-directed, and intrinsically motivating, enhancing both academic success and personal growth for medical students.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251329668"},"PeriodicalIF":2.0,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11926842/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143693919","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 Competency-Based Anatomy Education Through Direct Observation with Checklist as Teaching-Learning and Assessment Method: Lessons Learnt Through Student Feedback.","authors":"Jaikumar B Contractor, Sanat Rathod, Praveen Singh","doi":"10.1177/23821205251321807","DOIUrl":"10.1177/23821205251321807","url":null,"abstract":"<p><strong>Introduction: </strong>The National Medical Commission's mandate to standardize medical education through implementing Competency-Based Medical Education (CBME) has necessitated the need for robust assessment strategies aligned with desired clinical competencies.</p><p><strong>Methodology: </strong>In the context, the current study was conducted at Pramukhswami Medical College, Karamsad on 150 first-year MBBS students and investigates the efficacy of Direct Observation with Checklist as a teaching-learning and assessment method in anatomy education, specifically surface anatomy in the Abdomen and Pelvis regions of gross anatomy. The study employed qualitative and quantitative methods to evaluate student performance and perceptions.</p><p><strong>Results: </strong>Quantitative analysis revealed a significant difference in scores between Direct Observation with Checklist and traditional viva voce methods, underscoring its effectiveness. Qualitative findings from focus group discussions highlighted that this method enhanced understanding, retention, and confidence among students. It provided structured feedback, promoted reflective learning, and reduced assessor bias, thus supporting its role in assessing competencies at the \"shows how\" level of Miller's pyramid and aligning with CBME objectives.</p><p><strong>Conclusion: </strong>The research underscores the transformative potential of Direct Observation with Checklist as a pedagogical tool in anatomy education, advocating for its wider adoption across medical disciplines as it evolves towards competency-based frameworks, such methods are crucial for ensuring that graduates are well-prepared for life-long clinical practice.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251321807"},"PeriodicalIF":2.0,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11924100/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671371","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":"Near-peer Mentorship: Promoting Medical Student Research With Resident Pairing.","authors":"Solomon Oak, Cynthia Glickman, Katherine McMackin","doi":"10.1177/23821205251329659","DOIUrl":"10.1177/23821205251329659","url":null,"abstract":"<p><strong>Background: </strong>Obtaining a clinical research mentor is a major barrier for medical students interested in research.</p><p><strong>Objective: </strong>To increase access to research, a Near-Peer Mentor Program (NPMP) was developed to pair medical students with resident mentors to submit case reports to an annual in-hospital research conference.</p><p><strong>Methods: </strong>Students and residents were recruited via surveys and paired based on students' specialty interests. Support in the form of templates, instructions and timelines were given. To evaluate the program's impact, we reviewed the number of pairs' projects at the conference, awards, and who advanced their projects to publications and conferences from 2019 to 2022.</p><p><strong>Results: </strong>During the study period, 173 students enrolled. The majority 106 (61.2%) were interested in medical specialties, followed by 47 (27.2%) in surgery and surgical subspecialities, and 20 (11.6%) undecided. All students were paired. One hundred and seventy (98.3%) had projects under resident mentors matching their specialty interests. One hundred and fifty (82.9%) completed the program and submitted a case report to the conference. Years with NPMP led to a 122% (55 in 2019 vs 122 in 2020) and 232% (50 in 2021 vs 166 in 2022) increase in medical student conference posters compared to the previous year without NPMP. In both years, NPMP students won all top 3 awards for best case report. Additionally, 10 pairs produced 6 peer-reviewed publications, 5 conference abstracts, and 2 conference oral presentations as first authors.</p><p><strong>Conclusion: </strong>The NPMP successfully promoted medical student participation in clinical research. The program substantially increased student poster presentations and subsequent publications and presentations stemming from them.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251329659"},"PeriodicalIF":2.0,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11915252/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143659021","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":"Evaluation of Oral Histology Curriculum: Insights From Saudi Dental School Students-A Cross-Sectional Study.","authors":"Madawi Faisal Alkeheli, Ibrahim Saleh Akeel, Osamah Abdulelah Alsulimani, Khadijah Bagazi, Alaa Jameel Kabbarah, Hisham I Othman, Aliaa O Lotfy","doi":"10.1177/23821205251327288","DOIUrl":"10.1177/23821205251327288","url":null,"abstract":"<p><strong>Background: </strong>Evaluating the oral histology curriculum offers critical insights into effective teaching strategies and curriculum design to optimize learning outcomes. This study examines the strengths and weaknesses of the current oral histology curriculum and explores teaching and learning methods employed in a Saudi dental school from the students' perspective, offering recommendations for future curriculum enhancements.</p><p><strong>Materials and methods: </strong>This cross-sectional study involved 80 students (40 males and 40 females) who attended oral histology lectures and lab sessions at the Faculty of Dentistry, King Abdulaziz University, during the 2022-2023 academic year. A pre-structured and pre-tested online questionnaire comprising 24 questions, divided into 7 sections to cover different aspects of the oral histology course, was used. Descriptive statistical analysis of responses was conducted using SPSS version 26.</p><p><strong>Results: </strong>The study revealed a strong consensus on the importance of the course, with high levels of agreement regarding the clarity of objectives (72%) and course organization (69%). High engagement levels were noted in both class and lab sessions, with a preference for diverse teaching methods. Male and female participants agreed on the difficulty but recognized the critical importance of the oral histology course. However, opinions varied on teaching methods that encourage participation (<i>P</i> = .0001), continuous assessments (<i>P</i> = .004), and class attendance (<i>P</i> = .030). Most aspects of the course showed no significant gender differences.</p><p><strong>Conclusion: </strong>This study highlights the need for refinement in the oral histology curriculum, focusing on enhanced teaching methods and gender-specific participation and assessment needs. Improving continuous assessments, attendance strategies, and interactive learning approaches can further boost student engagement and optimize educational outcomes.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251327288"},"PeriodicalIF":2.0,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11915246/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143659015","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":"Identifying Essential Procedural Skills for Medical Students: A Modified Delphi Technique.","authors":"Kaumudee Kodikara, Thilanka Seneviratne, Ranjan Premaratna","doi":"10.1177/23821205251327363","DOIUrl":"https://doi.org/10.1177/23821205251327363","url":null,"abstract":"<p><strong>Background: </strong>Although Sri Lankan medical students need to acquire specific procedural skills during their undergraduate training, agreement on what skills they should obtain is inconclusive. This study aimed to generate consensus of the expert panel on essential procedural skills and level of expertise to be attained for Sri Lankan medical students and need for developing and implementing a pre-clerkship procedural training curriculum to improve procedural expertise.</p><p><strong>Methods: </strong>A three-round online modified Delphi study was conducted between August 2022 and January 2023. The initial questionnaire was developed from existing student logbooks and published literature. Round one invited the expert panel to rate their agreement on the inclusion of essential procedures for undergraduate medical training. In Round two, the panel rated their expectation of procedural expertise for a medical graduate on the first day of internship (ie, Observer to Proficient). Round three established the consensus on the need for a pre-clerkship procedural curriculum.</p><p><strong>Results: </strong>The expert panel included 17 clinicians involved in undergraduate medical education and supervision of intern medical doctors. In Round 1, they rated their agreement on including teaching of 64 procedures and suggested four additional procedures. In Round 2, experts re-appraised 33 items and rated the level of procedural expertise. In Round 3, experts re-appraised the ratings of 14 essential procedures and rated the support for a pre-clerkship procedural curriculum for medical students. Consensus defined as > 75% agreement was established with 35 essential procedural skills. Most of the experts expressed the need for a pre-clerkship procedural curriculum for medical students.</p><p><strong>Conclusions: </strong>Through three rounds of modified Delphi, the current study established 35 procedural skills essential for a Sri Lankan medical graduate. The results also support the need for developing and implementing a pre-clerkship procedural training curriculum to improve procedural expertise of graduating doctors which demonstrate the importance of aligning existing medical curricula with competency-based medical education.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251327363"},"PeriodicalIF":2.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11907623/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651246","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 Personal Perspective on Philosophy of Teaching: The Clinical Learning Environment, Teaching Session and Assessment.","authors":"Joshua Somerville","doi":"10.1177/23821205241312824","DOIUrl":"https://doi.org/10.1177/23821205241312824","url":null,"abstract":"<p><p>A clinical educator's job includes having a philosophy on teaching. This involves defining their roles, responsibilities and values within a teaching setting<i>.</i> By exploring the factors that contribute to a philosophy of teaching, teachers can build an approach that might best service the learners. I use my own experience and reflections as an example of how this works in practice. The utilisation of environment within the context of various teaching modalities becomes a key contributing factor in this. Unfortunately, specifically designed spaces are often in short supply. Environment means much more than just the physical space and also encompasses the psychological safety of the learner and how the educator can foster a culture to accommodate this. By gaining an understanding of the impact of space on the learner, changes can be made that better utilise space in education. I also explore other features of my philosophy including structuring sessions and utilisation of assessments. It is important to correctly utilise formative and summative assessments; acknowledging evidence of a recent shift towards greater use of formative assessments. Previous literature on constructive alignment of education, from grass-roots through on-the-ward teaching and up to modular learning objectives demonstrates the necessity for consideration of the bigger picture. A 'bigger picture' perspective allows oversight to ensure decision-making is aligned through all levels of the education structure. Through this evaluation of my experience, I hope to highlight the need for a teacher or teaching organisation to identify and define its teaching philosophy. As well as highlighting the need for this, my reflections should provide a few pillars upon which an individual philosophy of teaching can be built, and justify why they are crucial foundations through evaluation of relevant literature.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205241312824"},"PeriodicalIF":2.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11907541/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651333","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":"Ask the Parent: Developing a Pediatric Feedback Form for Medical Learners.","authors":"Sarah-Marie Durr, Sanjida Newaz, Susan Petryk","doi":"10.1177/23821205251327375","DOIUrl":"https://doi.org/10.1177/23821205251327375","url":null,"abstract":"<p><strong>Background: </strong>Patient-centered medicine prioritizes patients' perspective to actively involve them in their care. Medical education and assessments must reflect this approach. Current patient feedback forms for medical learners are designed for the adult patient and are thus not suited for pediatrics. We aimed to determine if parents/caregivers and simulated patients (SPs) are willing to provide feedback to medical learners and if learners would be receptive to this feedback. We then identified which specific feedback caregivers, SPs, and learners consider most important.</p><p><strong>Methods: </strong>REDCap surveys were emailed to caregivers whose child had been seen at Child and Youth Services in Regina, Saskatchewan, from 2020 to June 2023, and to University of Saskatchewan (USask) SPs. Another survey was sent to USask medical students and family medicine and pediatric residents. Surveys asked what specific feedback each group would most prefer to give (caregivers/SPs) or receive (learners) using a Likert scale to rate importance. Descriptive statistics were computed using R software. The highest-ranked options were combined to form a single questionnaire to be given following a clinical encounter.</p><p><strong>Results: </strong>All three groups agree that medical learners should receive feedback from sources beyond physicians alone (caregivers: 73.6%, SPs: 89.5%, and learners: 88.9%). The five most highly rated areas for feedback were \"explains things clearly,\" \"involves me in the decisions about the medical plans (for my child),\" \"addresses my concerns and takes them seriously,\" \"listens and gives their full attention,\" and \"did or said anything that made me (or my child) uncomfortable.\"</p><p><strong>Conclusions: </strong>All three groups overwhelmingly agree that caregivers/patients should provide feedback on learners' clinical skills, confirming the utility of a pediatric feedback form. The most important areas of feedback identified were consolidated into a user-friendly feedback form consisting of five questions with a Likert-scale rating plus a section for free written narrative feedback.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251327375"},"PeriodicalIF":2.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11907601/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651245","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":"Working Towards a Decolonized, Longitudinal, and Equitable Global Health Training and Partnerships Program.","authors":"Jason Beste, Sara Beste, Danielle Okezie, Michelle María Jiménez de Tavárez, Ana Lucia Torres Castillo, Emilio Q Salao Sterckx, Mardell A Wilson","doi":"10.1177/23821205251324297","DOIUrl":"https://doi.org/10.1177/23821205251324297","url":null,"abstract":"<p><strong>Objectives: </strong>Growth of global health education programs has blossomed over the past two decades in the United States; yet many do not address the roots of colonialism and racism in medicine. This paper highlights the Arrupe Global Scholars and Partnerships Program (AGSPP) at Creighton University, a social justice and innovative five-year MD-MPH global health equity and partnership program for medical students, international partners, and the communities impacted by these partnerships.</p><p><strong>Methods: </strong>Using the applied social-ecological model as the global health educational framework, AGSPP launched a training and partnership program grounded in decolonized principles and global health equity.</p><p><strong>Results: </strong>AGSPP developed three pillars of its program and monitoring, learning, and evaluation (MEL) platform to track its indicators and progression towards its goal of working towards eradicating health injustice by promoting equitable access to quality healthcare, especially within communities that are marginalized. The first pillar consists of a five-year MD-MPH and global health equity training program grounded in decolonizing, accompaniment, social justice principles. The second pillar consists of creating equitable and power-balanced international partnerships with four academic medical centers in Rwanda, Nepal, Ecuador, and Dominican Republic. The third pillar implemented was identifying, collaborating, and accompanying local communities listening to their concerns and ideas for solutions.</p><p><strong>Conclusion: </strong>AGSPP's three-pillar framework is built on a foundational ethos of solidarity and justice, intended to deconstruct neocolonialistic processes while advancing health equity, social justice, and pragmatic solidarity. We believe sharing our experiences of creating a program that has an intentional focus on historical context, prioritizing equitable collaboration with partner institutions and communities between the Global South and Global North, will lead to future justice-oriented leaders of tomorrow and serve as an example for additional global health programs who have a similar interest.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251324297"},"PeriodicalIF":2.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11907600/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651363","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 Urology Match: Social Media, Program Factors, and Their Effect on Application Trends.","authors":"F Pearce Kudlata, William M Pearson, Luke G Scanlan, Salil S Ghamande, Brittany Ange, John DeCaro, Zachary Klaassen, Martha K Terris","doi":"10.1177/23821205251326172","DOIUrl":"https://doi.org/10.1177/23821205251326172","url":null,"abstract":"<p><strong>Purpose: </strong>With the growing interest in urology, it is increasingly important and useful to understand the factors that attract urology residency applicants to programs. We sought to investigate the impact of social media and other program-related characteristics on the application rates of urology residency programs.</p><p><strong>Materials and methods: </strong>Match cycle data for 2019-2022 was collected for 140 accredited urology residency programs in the United States. The associations between the number of applicants, program social media presence and activity, Doximity rankings, program size, city population, and city quality of life were assessed. Multivariate analyses were conducted.</p><p><strong>Results: </strong>Programs with Twitter/X, Facebook, and YouTube had significantly more applicants than those without (<i>p</i> < 0.05). There was a significant positive correlation between application rates and activity metrics on Twitter/X but not on other platforms (<i>p</i> < 0.05). Programs with more residents and higher reputation rankings received more applications from 2019 to 2022, including in the multivariate model (<i>p</i> < 0.05). Programs in cities with larger populations, but not better city quality of life rankings, received significantly more applicants from 2019 to 2022 (<i>p</i> < 0.0001).</p><p><strong>Conclusions: </strong>Programs should prioritize the use of Twitter/X to enhance their visibility, showcase their strengths, and connect with applicants. Reputation rankings and program size have the greatest effect on application rates, while city population and overall social media presence also play important roles. Residency programs can leverage these insights to enhance their appeal to potential applicants who might be the best \"fit\".</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251326172"},"PeriodicalIF":2.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11907619/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651299","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}