Journal of Medical Education and Curricular Development最新文献

{"title":"Implementing Integrated Behavioral Health (IBH) in a Resident-Led Primary Care Clinic: A Single Institutional Experience and Analysis of Trainee Perspectives.","authors":"Christopher S Babu, Stacie Ong, David Mui, Mira Zein, Matthew Gunther, Kevin Chang","doi":"10.1177/23821205261473980","DOIUrl":"10.1177/23821205261473980","url":null,"abstract":"<p><strong>Background: </strong>Integrated Behavioral Health (IBH) describes a model for providing mental health care within the context of a primary care practice. However, there is little data on how to implement IBH into practice, particularly within the context of a training environment, such as residency.</p><p><strong>Objective: </strong>Our objectives were to describe our model for IBH, embedded within an internal medicine resident primary care clinic at a tertiary academic center, and assess trainee perspectives of IBH.</p><p><strong>Methods: </strong>Surveys and semi-structured interviews were conducted with trainees and attendings in internal medicine and psychiatry between June 2023 to June 2025. Survey responses included both likert ratings and free text responses. In total, 28/55 (50.9%) medicine residents and 8/9 (88.9%) psychiatry trainees were surveyed. We interviewed 6 medicine residents, 2 psychiatry trainees and 1 psychiatry attending.</p><p><strong>Results: </strong>Over 85% of surveyed medicine residents reported greater confidence in treating mental health conditions after participation in IBH, and 100% of trainees reported that IBH improved patient care and facilitated effective communication as part of an inter-disciplinary team. Interviews with trainees and faculty revealed that participants highly valued the educational curriculum of IBH with a desire for future curricular development around difficult to diagnose conditions, such as functional disorders.</p><p><strong>Conclusions: </strong>IBH can help address gaps in mental healthcare within the community, while also improving the education of trainees in medicine and psychiatry. Through this descriptive analysis, we hope to share our experience and provide a practical guide to implementing IBH programs at other institutions and improve access to high-quality mental healthcare.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261473980"},"PeriodicalIF":2.0,"publicationDate":"2026-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13408286/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148608530","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":"Building Qualitative Research Capacity in Implementation Laboratories: Outcomes of a Structured Training Program in ICON-3 PBRN, Nigeria.","authors":"Ngozi Idemili-Aronu, John Oluwaseyi Jemisenia, Promise Starris-Onyema, Stephanie Ibemere, Echezona Ezeanolue","doi":"10.1177/23821205261450080","DOIUrl":"10.1177/23821205261450080","url":null,"abstract":"<p><strong>Background: </strong>Qualitative methods are essential to capture lived experience and contextual nuance, but many frontline data collectors in Nigeria lack systematic training. This study evaluated a structured, practice-oriented training for Site Research Coordinators (SRCs) across Nigeria's implementation laboratories.</p><p><strong>Methods: </strong>Twelve SRCs participated in a pre-post evaluation assessing core conceptual knowledge, informed-consent practices, interview preparation/conduct, and self-reported confidence and practice. Items were dichotomized and analyzed using exact McNemar tests and percentage-point change with 95% confidence intervals.</p><p><strong>Results: </strong>The training produced a marked improvement in understanding the purpose of interview guides (8.3% → 91.7%; p = .002). Substantial absolute gains (+41.7 percentage points) were also observed in preparing open-ended questions and recognizing effective probing techniques; however, these changes did not reach statistical significance (p = .06), likely due to the small sample size. High baseline performance on ethical consent items limited measurable change. Across items with observed improvement, all discordant pairs reflected change from incorrect to correct responses, indicating consistent directional learning rather than random variation.</p><p><strong>Conclusions: </strong>Short, practice-oriented training can produce meaningful improvements in specific qualitative-research competencies among SRCs. To translate these gains into durable field practice, training should be paired with supervised fieldwork, mentorship, and institutional supports. The study produced a practical training guide to support scale-up and future evaluation.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261450080"},"PeriodicalIF":2.0,"publicationDate":"2026-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13376495/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580704","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":"Health Career Knowledge Outcomes Among Rural High School Students: A Multi-Year Evaluation of a Regional AHEC Pipeline Program.","authors":"Matthew Ruge, Jacob Surma, Jennifer Morneau-Wilson, April Osburn, Christopher Bobier","doi":"10.1177/23821205261469927","DOIUrl":"10.1177/23821205261469927","url":null,"abstract":"<p><strong>Background and objectives: </strong>Rural and underserved communities face persistent health workforce shortages driven partly by limited early exposure to health careers and educational pathways. Area Health Education Centers (AHECs) support workforce pipeline programs, but multi-year outcome data remain limited. This study evaluated short-term educational outcomes associated with participation in a regional Michigan AHEC Health Careers Pipeline Program (HCPP), a nine-session curriculum for high school students.</p><p><strong>Methods: </strong>Multi-year cross-sectional pre/post evaluation using independent (unpaired) samples among students aged 14-16 at two Mid Central Michigan AHEC sites (Mount Pleasant, Saginaw). Surveys assessed four single-item outcomes on a 1-5 Likert scale: understanding of health careers, knowledge of educational qualifications, awareness of school-based resources, and confidence reaching out to health professionals. Because individual identifiers were not collected, pre- and post-program responses could not be linked. Unpaired comparisons used Mann-Whitney U tests with Benjamini-Hochberg false discovery rate (FDR) adjustment.</p><p><strong>Results: </strong>Between 2020 and 2025, 347 students participated in the HCPP, with the primary analysis drawing on five cohorts (Mount Pleasant 2023-2025; Saginaw 2024-2025). Understanding of health careers and knowledge of educational qualifications reached significance in every cohort, while awareness of school-based resources reached significance in three of five cohorts and confidence reaching out to health professionals in one of five. Effect sizes ranged from r = 0.31 to 0.64, and program satisfaction remained consistently high across sites and years (mean ratings 4.6-5.0).</p><p><strong>Conclusions: </strong>HCPP participation was associated with consistent end-of-program differences in health career knowledge and educational pathway awareness across multiple cohorts and two regional sites. Because responses could not be linked at the individual level, these findings reflect group-level differences rather than within-student change or causal effects. While encouraging, these short-term outcomes warrant longitudinal follow-up to determine whether early participation translates into eventual entry into the health professions workforce.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261469927"},"PeriodicalIF":2.0,"publicationDate":"2026-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13373425/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148473349","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 SMART Goals in a Radiology Research Mentorship Program: A Single-Institution Pilot Study.","authors":"Syed Ibrahim, Thanh-Lan Bui, Sungmee Park, Shayan Saeed, Murad Aldoghmi, Parvaneh Hassani, Dillon Sommer, Justin Glavis-Bloom, Cameron Fateri, Daniel Kwan, David Floriolli, Edward Kuoy, Mohammad Helmy, Roozbeh Houshyar","doi":"10.1177/23821205261469924","DOIUrl":"10.1177/23821205261469924","url":null,"abstract":"<p><strong>Background: </strong>Early engagement in research is essential for radiology trainees, yet many enter the field with limited experience and confidence. Structured goal setting-particularly through the SMART (Specific, Measurable, Attainable, Realistic, Time-bound) framework-may enhance research productivity and skill development. This study evaluated the impact of implementing SMART Goals within a radiology research mentorship program.</p><p><strong>Methods: </strong>Medical students and radiology residents participating in departmental research from August 2020-July 2021 completed SMART Goal worksheets and met individually with mentors to refine objectives, identify barriers, and create action plans. Scholarly output was compared descriptively with prior academic years (2016-2020). Participants completed pre- and post-intervention surveys assessing confidence across multiple research domains using a five-point Likert scale. Quantitative analyses included mean paired differences with corresponding 95% confidence intervals. Open-ended responses were thematically analyzed.</p><p><strong>Results: </strong>Nineteen of 22 invited trainees (86%) completed the SMART Goals process. Following implementation, participants demonstrated increased scholarly engagement compared with prior academic years, including participant-level credits for 45 accepted abstracts/conference presentations, 30 manuscripts/publications, and 7 successful grants. Confidence significantly improved across all evaluated domains, including scientific goal setting (mean increase 1.54), project initiation (1.05), manuscript preparation (1.21), and study design (0.62; all p ≤ 0.01). Qualitative feedback indicated that structured goal setting enhanced organization, accountability, mentor communication, and overall engagement.</p><p><strong>Discussion: </strong>Incorporating SMART Goals into research mentorship was associated with increased scholarly engagement and measurable gains in self-reported research confidence. Trainees reported that transforming broad intentions into actionable steps improved motivation, follow-through, and clarity in research planning. These findings align with adult learning principles and competency-based medical education models emphasizing autonomy, feedback, and self-directed growth.</p><p><strong>Conclusion: </strong>Formalized SMART Goal setting may be a feasible strategy to support research skill development, mentorship alignment, and scholarly engagement among radiology trainees. Broader, multicenter evaluations are warranted to assess long-term educational and career outcomes.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261469924"},"PeriodicalIF":2.0,"publicationDate":"2026-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13373385/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148473395","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":"Using Rapid Design Thinking to Develop Virtual Reality Simulations for Managing Psychiatric Emergencies.","authors":"Fabienne Hargreaves, Rachel Antinucci, Michael S B Mak, Stephanie Sliekers, Ahmed N Hassan, Sanjeev Sockalingam, Petal S Abdool","doi":"10.1177/23821205261466383","DOIUrl":"10.1177/23821205261466383","url":null,"abstract":"<p><p>The COVID-19 pandemic originally necessitated a shift to virtual learning in psychiatric medical education, accelerating the opportunities to enhance medical training with innovative technologies like virtual reality. Virtual reality (VR) simulation enhances education by providing engaging and safe experiential learning opportunities, aiming to bridge the gap between theory and practice. The established framework of rapid design thinking has been used to guide medical innovations during the COVID-19 pandemic, and can continue to support the highly complex and resource intensive nature of VR design and development ongoing. This paper operationalizes a three-step rapid design thinking framework into a stepwise methodology for developing immersive and non-immersive VR simulations for psychiatric education. Key lessons include the importance of early and creative stakeholder engagement, clear terms of reference, rigorous vendor selection using a tailored vendor assessment matrix, utilizing free digital tools for collaboration, emphasizing diversity, equity and inclusion principles and iterative user testing to ensure usability and effectiveness. This study offers a practical guide for educators integrating VR into psychiatric training, demonstrating the value of rapid design thinking in developing and implementing learner-centered solutions swiftly. Future research should explore VR's accessibility for individuals with disabilities and its long-term cost-effectiveness compared to traditional training methods.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261466383"},"PeriodicalIF":2.0,"publicationDate":"2026-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13373429/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148473371","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 Systematic Review of Three-Dimensional Printing in Medical Education: Educational Impact and Methodological Quality.","authors":"Amir Mohammad Salehi, Shayan Bahadivand Chegini, Fatemeh Esmaeili, Ensiyeh Jenabi, Mahnaz Khatiban, Mohammad Ahmadian, Mohamad Reza Bastan","doi":"10.1177/23821205261469928","DOIUrl":"10.1177/23821205261469928","url":null,"abstract":"<p><strong>Background: </strong>Access to human tissue for medical education is becoming increasingly limited due to ethical, legal, and financial challenges. In this context, three-dimensional (3D) printing has emerged as a promising alternative, yet its educational impact requires systematic evaluation. This review assessed the effectiveness and methodological quality of 3D printed models (3DPMs) in medical education.</p><p><strong>Methods: </strong>A systematic review was conducted following PRISMA guidelines. PubMed, Web of Science, and Scopus were searched through December 2024 for intervention studies (randomized controlled trials, single-group designs, non-randomized comparisons) employing 3DPMs among medical students, residents, or physicians. Quality was appraised using the Medical Education Research Study Quality Instrument (MERSQI), and educational outcomes were categorized by Kirkpatrick levels.</p><p><strong>Results: </strong>Sixty-seven studies (5,329 participants) were included. At Kirkpatrick Level 1 (Reaction), 71.6% reported high learner satisfaction; 85.1% demonstrated significant knowledge/skill improvements (Level 2), and 56.7% observed concurrent gains. Only two studies assessed behavioural change (Level 3), and none evaluated patient or healthcare outcomes. The mean MERSQI score was 12.01 ± 1.95, indicating predominantly moderate quality; 69.8% were randomized trials. Fused deposition modeling was the most common printing technology, and the heart was the most frequently printed organ. Cognitive strategies underpinned nearly all interventions.</p><p><strong>Conclusions: </strong>3DPMs consistently enhance satisfaction and knowledge in medical education, and there is growing evidence of skill transfer. However, higher-level behavioral and patient outcomes remain largely unexplored, and the quality of existing studies is predominantly moderate. Future research should focus on advanced Kirkpatrick levels and employ more rigorous designs to fully validate the educational benefits.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261469928"},"PeriodicalIF":2.0,"publicationDate":"2026-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13369422/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148457214","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":"Topics of the WHO Patient Safety Curriculum Guide Proposals: How to Implement Them in the Medical Career and Evaluate Their Impact.","authors":"Sophia Denizon, Cristina García de Leonardo, Fernando Caballero, Diana Monge","doi":"10.1177/23821205261463152","DOIUrl":"10.1177/23821205261463152","url":null,"abstract":"<p><strong>Background: </strong>The harm to patients continues to involve a high burden of injury, disability, social cost, and death worldwide. To improve patient safety (PS) education, the WHO created a PS Curriculum Guide to assist multisectoral institutions. However, not much progress has been made in undergraduate studies.</p><p><strong>Objective: </strong>To establish steps and activities to easily and successfully integrate the topics of the WHO PS Curriculum Guide into the existing undergraduate curricula in the medical career.</p><p><strong>Methods: </strong>Mixed methods research (MMR), integrating quantitative and qualitative methods (2019-2024) to assess the strategies carried out in the medical faculty of the private Universidad Francisco de Vitoria (Spain) for the proper implementation of the WHO PS Curriculum Guide: curriculum mapping, curricular intervention, implementation, monitoring, evaluation by the academic committee of PS, and assessment.</p><p><strong>Results: </strong>All WHO's PS topics (n=11) were included in the teaching guides of some subjects (n=14) across all academic years in 2019. However, in some years, certain topics were taught but were missing in the teaching guide while others were not taught despite appearing in the guide (topic 10 [PS and invasive procedures] was not taught in any year). These findings promoted changes in the teaching guidelines for all academic years, an expansion of PS matters in some of the 14 subjects, the addition of new teaching activities, and improvements in assessment methods (e.g., new OSCE-4^th in 2021). Since its implementation, an increase in the OSCE-4^th score was observed. In 2024, all the PS topics included in the teaching guides were taught in the classes and vice versa.</p><p><strong>Conclusion: </strong>Comprehensive and integrated PS education in undergraduate medicine is feasible and impactful without implying an additional burden. It is a necessary foundation for building better healthcare from the early stages.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261463152"},"PeriodicalIF":2.0,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13351215/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425277","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":"Integrating Medical and Physician Assistant Students Into Telemedicine: A Survey of Clinical Workflow and Platform Capabilities Among Clinical Students and Educators.","authors":"Monica Henning, Sarah Beth Bell, Danielle Lewis, Blake Lesselroth, Allyson Rowe, Krista M Kezbers, Guimy R Castor, Jameca R Price","doi":"10.1177/23821205261457219","DOIUrl":"10.1177/23821205261457219","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;There has been a steady increase in the adoption of telemedicine over time, with a dramatic surge in use during the COVID-19 pandemic. This rapid expansion highlighted telemedicine's importance in healthcare delivery but created uncertainty for medical educators regarding how best to integrate clinical learners into virtual visits. To address this gap, we conducted a multi-institutional, cross-sectional survey using snowball sampling to evaluate telemedicine workflows used to incorporate clinical students into patient encounters during the pandemic.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;To describe how clinical students and educators perceived student participation models, educator workflows, and platform features that supported learner integration into telemedicine encounters during the COVID-19 pandemic.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;We conducted an observational cross-sectional survey of third and fourth-year allopathic and osteopathic medical students, second-year physician assistant (PA) students, and clinical educators (resident and attending physicians, and advanced practice providers) in the United States between November 2020 and February 2021. We distributed the questionnaire electronically to educators at eligible institutions and used a snowball sampling; a response rate could not be calculated given this recruitment method. Survey items addressed participant demographics, telemedicine platforms used, availability of telemedicine curricula, workflows for integrating remotely located students into live patient encounters, and perceived educational utility of telemedicine&lt;b&gt;.&lt;/b&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;In total, 95 students and 115 educators completed the survey. Among student respondents to the primary outcome item (n = 83), 75 students (90.4%) perceived telemedicine to be beneficial to their medical education. Of those who reported benefit, 57 students (76.0%) perceived that participation in telemedicine visits was helpful for future clinical practice. Both students and educators perceived several telemedicine platform features as supportive educational encounters, including the ability to add learners to patient encounters, the absence of time limits on visits, and functionality that allows post-encounter case debriefing between educators and learners. Many respondents reported that their telemedicine platforms lacked these features, which they perceived as limiting optimal educational integration.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusion: &lt;/strong&gt;Telemedicine represents a valuable and enduring modality for integrating clinical education into patient care workflows. Survey findings indicate that participants perceived telemedicine teaching workflows to be most effective when they mirrored traditional face-to-face clinical encounters. Though students perceived telemedicine participation as helpful preparation for future practice, inconsistent platform capabilities and lack of standardized workflows were identif","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261457219"},"PeriodicalIF":2.0,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13346813/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425261","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":"Comparing Artificial intelligence to physicians' competences in the domain of clinical reasoning: A systematic review and meta-analysis.","authors":"Mona Mlika, Mohamed Majdi Zorgati, Imen Ben Ismail, Sarra Cheikhrouhou, Paul Hofman, Iheb Labbene","doi":"10.1177/23821205261463619","DOIUrl":"10.1177/23821205261463619","url":null,"abstract":"<p><strong>Background: </strong>Clinical reasoning is a complex process that plays a crucial role in order to solve the patients' problems. Our aim was to compare AI competences to the physicians' competences in clinical reasoning.</p><p><strong>Methods: </strong>We performed a meta-analysis under the guidelines of the AMSTAR (version 2). All eligible articles were retrieved from Pubmed, Embase and Cochrane databases. The articles included were rated according to the MMERSQI scores. Binary diagnostic accuracy was used as the primary outcome. Continuous performance scores were considered as secondary outcome in order to avoid excluding studies using continuous scores instead of concordance rates. The Review Manager software 5.4 (free version) was used to conduct this meta-analysis. The OR with the 95% CI were calculated for studies reporting binary accuracy. The SMD with the 95% CI were calculated for studies using continuous scores. Q test and I² statistics were carried out to explore the heterogeneity among studies. P value <0.1 for q test or I² value >50% represented substantial between study heterogeneity. A random-effects model was used. Subgroup analyses were performed to explore the potential sources of heterogeneity if necessary. Publication bias was assessed using the funnel plot analysis.</p><p><strong>Results: </strong>Considering the studies using binary scores and comparing odds ratios, 1609 clinical vignettes were used to compare the different LLM to the human clinical reasoning. The combined OR reached 0.65 with 95% CI [0.38, 1.12]. No significant difference between both groups was observed (p=0.12). When considering studies using continuous scoring systems, the combined standard mean difference reached 0.08 with 95% CI [-0.19, 0.35]. No significant difference between both groups was observed. In order to explain the heterogeneity that was noticed, we performed a sub-group analysis taking into account the nature of the clinical cases (real-world or published), the LLM system used (Chat-GPT v4) and the expertise of the respondants (novices or experts). The heterogeneity was observed in all subgroups excluding the subgroup of the studies using binary scoring systems and comparing LLM's scores to novices' scores. The combined OR reached 0.62 with 95% CI [0.35, 1.1]. No significant difference was observed between both groups (p=0.1) and the heterogeneity I-square was evaluated to 0% and Tau² to 0.00.</p><p><strong>Conclusion: </strong>Even if this meta-analysis showed the absence of difference between AI and human clinical reasoning, these reaults have to be taken with caution because of the important heterogeneity that wasn't resolved by subgroup analyses.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261463619"},"PeriodicalIF":2.0,"publicationDate":"2026-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13338529/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148406146","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":"\"Internet+\" Case-Based Learning Improves Perceived Learning Gains and Teaching Satisfaction in an Integrated Medical Curriculum: A Comparative Study.","authors":"Haoyuan Hu, Jiale Wang, Xinqi Wang, Yourong Chen, Jiahui Zhao, Songyun Wang","doi":"10.1177/23821205261466025","DOIUrl":"10.1177/23821205261466025","url":null,"abstract":"<p><strong>Background: </strong>The integration of \"Internet+\" technologies into medical education has prompted the evolution of traditional teaching models. Case-based learning (CBL), a student-centered approach, is widely used in integrated curricula such as Clinical Pathophysiology & Therapeutics (CPPT). However, the comparative effectiveness of \"Internet+\" CBL versus traditional CBL in this context remains underexplored.</p><p><strong>Objective: </strong>To compare the effects of \"Internet+\" CBL and traditional CBL on teaching satisfaction and perceived learning gains among medical students in a CPPT course, and to provide evidence for educational reform.</p><p><strong>Methods: </strong>A within-subject comparative survey was conducted among fourth-year undergraduate medical students who had experienced both CBL modalities. The adapted Students' Evaluations of Educational Quality (SEEQ) questionnaire was used to assess teaching satisfaction and perceived learning gains. Data from 180 valid responses were analyzed using paired t test or Wilcoxon matched-pairs signed rank test.</p><p><strong>Results: </strong>\"Internet+\" CBL was rated significantly higher than traditional CBL in overall teaching satisfaction, understanding and application of knowledge, and development of information analysis and teamwork skills. However, the results showed that the \"Internet+\" CBL modality received higher ratings in terms of learning burden. Both modalities faced challenges in pre-class question initiation and teacher-student interaction.</p><p><strong>Conclusion: </strong>\"Internet+\" CBL is associated with higher student-reported learning gains and greater teaching satisfaction among the medical students, albeit with an increased workload. The findings support the adoption of blended CBL approaches in integrated medical curricula and highlight areas for further optimization, such as improving pre-class engagement and interaction.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261466025"},"PeriodicalIF":2.0,"publicationDate":"2026-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13332303/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148391938","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}