Journal of Medical Education and Curricular Development最新文献

{"title":"Landscape Analysis of Emergency Medicine Residency Education on Domestic Violence.","authors":"Alana Harp, Michelle A Gimenez, Adrené Garabedian, Maria Alejandra Ruiz, Jennifer A Newberry","doi":"10.1177/23821205251324010","DOIUrl":"10.1177/23821205251324010","url":null,"abstract":"<p><strong>Background: </strong>Domestic violence (DV) is a public health problem in the United States. Emergency physicians are often the first providers to see patients needing acute care for injuries sustained secondary to DV and are an important part of the healthcare workforce for underserved populations seeking help. While much has been published about the need for better identification and care of this population, little is known about the current prevalence and characterization of DV curricula in accredited emergency medicine residency programs.</p><p><strong>Methods: </strong>Cross-section survey of program directors sent to 232 Accreditation Council for Graduate Medical Education-accredited emergency medicine residency programs to learn about the presence, content, format, and barriers related to implementation of DV curriculum in their residency programs. The survey was open from May to June 2022.</p><p><strong>Results: </strong>A total of 63 programs responded (response rate: 26%). In total, 84% of programs reported having some form of DV curriculum, with the majority of respondents (81%) offering 1-5 h of content. Most programs included content on intimate partner violence (92%), child abuse (91%), and human trafficking (91%), but only 79% of programs had content on elder abuse. The most common modalities of DV curriculum implementation were didactic lectures (98%) and bedside teaching (51%). In total, 20.5% of 3-year programs had no DV curricula, while 44% of programs planned to implement improvements to their curriculum. The most common barriers to implementing additional education or further strengthening DV curriculum were lack of time in curriculum (69%) and lack of expertise in faculty (25%).</p><p><strong>Conclusions: </strong>The majority of residency program respondents offer some formal DV curriculum with variation in the delivery modality and curriculum time dedicated to DV. There are existing solutions to address the barriers faced by the many programs that hope to improve their DV curriculum. Creative solutions, such as incorporating non-emergency medicine lectures or supporting faculty in bedside teaching, could help residencies meet the American College of Emergency Physician recommendation for integrating the DV curriculum into emergency medicine training.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251324010"},"PeriodicalIF":2.0,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11877464/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558151","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":"Resident Perspectives Regarding Education on Attending Rounds.","authors":"Ian J Larson, Alana R Siev, Cristina M Gonzalez","doi":"10.1177/23821205251324019","DOIUrl":"10.1177/23821205251324019","url":null,"abstract":"<p><strong>Introduction: </strong>An important component of internal medicine resident education is morning (attending) rounds. Effective aspects of medical education include involving all team members, minimizing distractions, asking questions, and having ready access to data, all of which may not be present during rounds. There is limited information on learner-centered rounds or resident perspectives about education during rounds. To inform a learner-centered approach to rounds, the investigators conducted a focus group study of Internal Medicine residents exploring their perceived strengths and weaknesses of rounds, and how rounds could be better used as a teaching tool.</p><p><strong>Methods: </strong>Three 60-min focus groups were conducted with N = 21 postgraduate year 2/3 Internal Medicine Residents at Montefiore Medical Center in Bronx, NY, USA in 2021-2022. Two resident investigators led the focus groups using a semistructured interview guide. Questions included defining types of rounds, benefits and pitfalls of various rounding styles, their impact on resident education, and recommendations to improve education on morning rounds. The sessions were audio recorded, transcribed verbatim, and de-identified. Transcripts were analyzed through inductive thematic analysis.</p><p><strong>Results: </strong>Rounding styles identified were bedside, table rounds, and a hybrid approach. Three themes emerged through analysis of the data: (1) A hybrid model offers an optimal balance of education; (2) full bedside rounds have unintended pitfalls; and (3) Attending preparation affects the quality of rounds.</p><p><strong>Conclusions: </strong>Residents' perceptions of the education on attending rounds are impacted by both attending rounding style and advanced preparation. Our participants' insights could inform a rounding approach that optimizes both patient- and learner-centeredness.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251324019"},"PeriodicalIF":2.0,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11877459/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558154","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 Creation of Shared Mental Models in Simulation Training Enhances Quality of Resuscitation: A Randomized Controlled Study.","authors":"Christopher Friederich, Leonie Schulte-Unetrop, Denisa Cenaj, Leonie Fée Kröger, Josephine Küllmei, Christian Zöllner, Parisa Moll-Khosrawi","doi":"10.1177/23821205251316749","DOIUrl":"10.1177/23821205251316749","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to enhance the quality of Advanced Cardiac Life Support (ACLS) training, with quality defined as the combination of technical skills (TS) and non-technical skills (NTS), by addressing the gap in effective methods for developing NTS through simulation-based medical education (SBME). Specifically, it sought to develop and evaluate a strategy for establishing shared mental models (SMM) and fostering trust among team members during undergraduate emergency training.</p><p><strong>Methods: </strong>This study was conducted during mandatory ACLS undergraduate simulation training sessions. The control group participated in traditional, teacher-led classes and debriefings, while the intervention group received training incorporating SMM as the intervention. The study evaluated the quality of cardiopulmonary resuscitation as the primary outcome, encompassing both TS and NTS. Additionally, changes in undergraduate situational motivation, assessed within the framework of self-determination theory, and subjective learning gains were analyzed.</p><p><strong>Results: </strong>The control group demonstrated a significant improvement in TS (<i>P</i> = .030), while the intervention group did not (<i>P</i> = .078). Conversely, the intervention group showed a significant improvement in NTS (<i>P</i> = .01; 95% confidence interval [0.296, 2.17]), whereas the control group did not (<i>P</i> = .105). The motivational changes of both groups were comparable, reflecting high levels of autonomous motivation. Both groups also reported significant learning gains.</p><p><strong>Conclusion: </strong>This study demonstrates that SBME is highly effective for teaching TS. However, it is crucial to incorporate advanced instructional methods focusing on NTS. One promising approach is the development of SMM. Based on our results, hands-on practice remains essential and should not be restricted to theoretical or conceptual training. A balanced combination of advanced didactic techniques and practical application ensures that learners develop both, TS and NTS. SBME and the development of SMM equally address both the motivational and content dimensions of learning, enhancing student engagement while effectively conveying essential knowledge and skills.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251316749"},"PeriodicalIF":2.0,"publicationDate":"2025-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11873864/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543977","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, Implementation, and Evaluation of Case-Based Learning Aimed at Improving Undergraduate Medical Students' Satisfaction, Attitude, Knowledge, and Skills in the Anatomy Course: An Interventional Study.","authors":"Amir Mohammad Salehi, Mahdi Ramezani, Elham Khanlarzadeh, Mahnaz Khatiban, Mohammad Ahmadian, Zohreh Alizadeh","doi":"10.1177/23821205251317942","DOIUrl":"https://doi.org/10.1177/23821205251317942","url":null,"abstract":"<p><strong>Objective: </strong>Anatomy, a foundational preclinical course in medical education, is crucial for students. However, a comprehensive comparison of case-based learning (CBL) and lecture-based learning (LBL) in anatomy instruction is lacking. This study investigates the effectiveness of CBL and LBL methods in a lower limb anatomy course, evaluating medical students' satisfaction, attitudes, knowledge, and skills.</p><p><strong>Method: </strong>This prospective cohort comparison study was conducted over three academic years, using a hybrid instructional approach to accommodate COVID-19 protocols. Six groups of undergraduate medical students (n = 466) were randomly assigned to either CBL (n = 231) or LBL (n = 235). Both groups had the same curriculum, learning objectives, and instructor. The LBL group received lectures, while the CBL group engaged with clinical cases and radiographic images, followed by interaction and knowledge application. Questionnaires were used to collect data on student demographics, satisfaction, and attitudes, and learning progress was assessed through tests. Data were analyzed using SPSS 22 with t-tests, Wilcoxon tests, and Pearson's correlation coefficient (≤ .05).</p><p><strong>Results: </strong>Compared to the LBL group, the CBL group demonstrated significantly higher levels of knowledge (15.05 ± 3.12 vs. 13.32 ± 3.77; <i>P</i> < .001) and skills (15.54 ± 3.95 vs. 12.75 ± 5.09; <i>P</i> < .001). Students in the CBL group also reported significantly greater satisfaction (<i>P</i> < .001) and a more positive attitude toward the learning method (42.78 ± 8.01 vs. 34.7 ± 35.64; <i>P</i> < .001).</p><p><strong>Conclusion: </strong>CBL significantly enhances knowledge, skills, satisfaction, and attitudes of first-year medical students learning lower limb anatomy. This makes CBL an effective instructional method for anatomy courses.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251317942"},"PeriodicalIF":2.0,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11869236/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543975","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":"Advances in Developing Medical Students' 'Web-side Manner'.","authors":"Ophelia Millar, Gledisa Musollari","doi":"10.1177/23821205211064692","DOIUrl":"https://doi.org/10.1177/23821205211064692","url":null,"abstract":"","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205211064692"},"PeriodicalIF":2.0,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11869235/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543972","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":"Evaluating Medical Student Engagement in Flipped Classrooms: Insights on Motivation and Peer Learning.","authors":"Khalid Khadawardi, Dahlia Mirdad, Hisham Nasief, Amber Hassan, Humaira Waseem, Ammara Butt, Njoud E Aldardeir, Wed Salah, Abeer F Zakariyah, Abdulrahman Alboog","doi":"10.1177/23821205251320756","DOIUrl":"10.1177/23821205251320756","url":null,"abstract":"<p><strong>Background: </strong>Flipped classrooms have gained popularity for their ability to improve educational outcomes by flipping traditional teaching approaches and fostering interactive learning settings. Our study aims to assess the impact of these classrooms on medical students' motivation, critical thinking skills, and facilitation of collaborative learning.</p><p><strong>Methods: </strong>A quasi-experimental study was conducted to involve quantitative surveys administered to students both before and after the teaching session. A predefined questionnaire was used to assess 5 key outcomes: Motivation, Critical Thinking, Student-centered learning, Learning benefits, and Peer-Assisted Learning. Data were collected at 2 points to capture changes throughout the intervention.</p><p><strong>Results: </strong>The introduction of the flipped classroom approach led to a significant improvement in medical student performance, with average test scores rising from 13.25 ± 2.36 to 16.08 ± 1.5 (<i>P</i> < .05). Students' perceptions of the flipped classroom also improved, with the impact scale score increasing from 41.91 ± 4.9 to 69.71 ± 9.72 (<i>P</i> < .05). There was a statistically significant difference before and after the engagement, suggesting that the flipped classroom approach successfully improved students' motivation, engagement, collaborative learning, and critical thinking skills.</p><p><strong>Conclusion: </strong>Our findings highlight the positive efficacy of flipped classrooms in creating a more interactive and supportive learning environment. The study concludes with recommendations for educators on how to implement best practices to enhance student engagement and improve learning outcomes in flipped classroom settings.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251320756"},"PeriodicalIF":2.0,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11866390/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143524957","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 Complex Adaptive Systems Approach to Health Professions Education Transformation: The Case of the University of Missouri-Columbia School of Medicine and an Integrated Quality Improvement-Interprofessional Collaborative Practice Curriculum.","authors":"Katherine Stevenson, Marcel D'Eon, Linda Headrick, Boel Andersson Gäre","doi":"10.1177/23821205251315624","DOIUrl":"https://doi.org/10.1177/23821205251315624","url":null,"abstract":"<p><strong>Objectives: </strong>In 2003, the University of Missouri-Columbia School of Medicine (MU SOM) initiated an integrated quality improvement-interprofessional collaborative practice (QI-ICP) curriculum as part of a larger curriculum renewal process. While exploring a different case study focused on the content of the curriculum, investigators became intrigued by MU SOM's approach to change, specifically, how complex adaptive systems (CAS) thinking may have supported sustained transformational change in curriculum across multiple health professions programs. The primary aim of this study was to elucidate the aspects of MU's experience with transformation that were grounded in CAS. A secondary aim was to explore the usefulness of a CAS-based management framework for organizational transformation using the case of curricular transformation in health professions education at MU.</p><p><strong>Methods: </strong>Data collection involved interviews, with twelve faculty from a variety of programs, and document analysis, including previously published papers and gray literature (websites, organizational charts and planning documents, and faculty development materials).</p><p><strong>Results: </strong>Using abductive analysis, we found that leadership in the health professions programs at MU, informed by earlier learning about organizational sensemaking and CAS theory, addressed all 9 of the characteristics of CAS presented in the initial framework. Additionally, systematic combining revealed the need to adjust the framework to ensure applicability to health professions education. The analysis of MU's experience also offered key insights into how that transformation happened in practice. The CAS framework adjustments make explicit the importance of common purpose and the concept of leadership as an emergent event and make it easier to apply the framework to a broader set of organizational contexts, including health professions education.</p><p><strong>Conclusion: </strong>The use of the adjusted framework, informed by insights from this specific case, may help health professions education programs evaluate past change efforts or plan for future change.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251315624"},"PeriodicalIF":2.0,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11869308/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543990","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":"Shifting Towards Teaching How to Communicate Statistics in Medical Education.","authors":"Lathan Liou, Murray A Mittleman","doi":"10.1177/23821205241279751","DOIUrl":"10.1177/23821205241279751","url":null,"abstract":"<p><p>Despite the widespread inclusion of statistics in medical school curricula as per the Liaison Committee on Medical Education requirements, the statistical competency among medical students and clinicians remains low. A 2007 study of 277 medical residents revealed only 41.1% scored correctly on a statistical knowledge survey, with minimal understanding of key concepts such as confidence intervals and adjusted odds ratios. A more recent 2023 study of 898 clinicians showed similar deficiencies in understanding efficacy, <i>p</i>-values, and discrimination metrics despite high confidence. This perspective argues for a paradigm shift from teaching statistical applications to focusing on statistical communication. We believe current statistics instruction lacks emphasis on communicating statistical results to patients. Teaching statistical concepts as tools for patient communication, rather than extensions of mathematics, can enhance understanding and ensure patients make informed decisions. Reframing statistical education to focus on communication could potentially address traditionally perceived learning barriers, improve understanding, and foster confidence. In this article, we outline several example reframings of teaching classical statistical concepts emphasizing interpretation and communication. Future strategies such as aligning statistics education closer to residency, revising exam content, updating accreditation requirements, and developing standardized communication primers can help ensure future clinicians are well-equipped to practice evidence-based medicine and effectively communicate statistical information in our increasingly data-driven world.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205241279751"},"PeriodicalIF":2.0,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11848876/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143494086","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":"\"YouTube\" for Surgical Training and Education in Donor Nephrectomy: Friend or Foe?","authors":"Mohamed El-Mahrouk, Derar Jaradat, Tim Eichler, Robert Sucher, Christian Margreiter, Andri Lederer, Robert Karitnig, Antonia Geisler, Nora Jahn, Hans Michael Hau","doi":"10.1177/23821205241301552","DOIUrl":"10.1177/23821205241301552","url":null,"abstract":"<p><strong>Background: </strong>The COVID-19 pandemic has accelerated the shift toward e-learning and online education in surgical training. With the increasing prevalence of end-stage chronic kidney disease, kidney transplantation is in high demand. Donor safety is crucial in nephrectomy procedures, highlighting the importance of effective training. This study evaluates the quality and effectiveness of YouTube videos focusing on laparoscopic and robotic donor nephrectomy for surgical education.</p><p><strong>Methods: </strong>On October 24, 2023, searches on YouTube for \"laparoscopic live donor nephrectomy\" and \"robotic live donor nephrectomy\" returned 121 videos, with 63 included in the study. Popularity was evaluated using the Video Power Index (VPI), while reliability and quality were assessed using the LAP-VEGaS Video Assessment Tool and Journal of the American Medical Association (JAMA) benchmark criteria. Additionally, a structured descriptive tool called the \"Live Donor Nephrectomy Completeness (LDNC)\" was created to evaluate the completeness and educational value of procedural technical steps.</p><p><strong>Results: </strong>Out of 63 videos reviewed, laparoscopic surgical procedures were depicted in 71.4% of them, while robotic approaches were shown in 28.6%. Academic backgrounds were associated with 54% of the videos, and individual physician backgrounds with 46%. Mean scores were LAP-VEGaS 9.79 ± 3.87, VPI 6.32 ± 3.31, and LDNC 9.68 ± 1.97. JAMA scores varied, with 34.9% receiving 1 point, 34.9% receiving 2 points, 17.5% receiving 3 points, and 12.7% receiving 4 points. Academic videos scored significantly higher in LAP-VEGaS and LDNC (all <i>p</i> < .01). While LAP-VEGaS, VPI, and LDNC scores correlated significantly (all <i>p</i> < .05), no correlation was found between JAMA score and other scoring systems. Videos with more clicks and likes showed significantly better scores across all measures (all <i>p</i> < .05).</p><p><strong>Conclusion: </strong>Amidst the challenges posed by the pandemic on surgical education, YouTube has emerged as a valuable resource for learning about laparoscopic and robotic donor nephrectomy for living kidney donation. However, the quality and reliability of these videos vary greatly, and many lack thorough reviews, leading to incomplete information. To enhance their educational value, it's proposed that videos undergo professional evaluation before publication and adhere to standardized, structured, and validated scoring systems, ensuring logical structure and improved quality.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205241301552"},"PeriodicalIF":2.0,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11851798/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143504739","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":"Enhancing Professionalism Online (Netiquette) in Medical Schools: A Systematic Scoping Review.","authors":"Donovan Kai Wei Ng, Jonathan Zhen Liang, Ruth Si Man Wong, Vijayprasanth Raveendran, Gillian Li Gek Phua, Warren Fong, Crystal Lim, Jamie Xuelian Zhou, Lalit Kumar Radha Krishna","doi":"10.1177/23821205241255268","DOIUrl":"10.1177/23821205241255268","url":null,"abstract":"<p><strong>Background: </strong>The relaxing of COVID-19 pandemic restrictions has not seen the return to previous in-person teaching formats. As blended training continues to be used, there is emphasis on the need to better appreciate the expectations, etiquette, and professional code of conduct (\"netiquette\") surrounding online learning, especially in light of evidence that poor online professionalism compromises learning and clinical practice.</p><p><strong>Objectives: </strong>This review seeks to map regnant netiquette guidelines in medical schools that will inform and provide preliminary recommendations for a clinically relevant framework.</p><p><strong>Design: </strong>This study is a systematic scoping review (SSR).</p><p><strong>Methods: </strong>Krishna's Systematic Evidence-Based Approach (SEBA)'s Constructivist ontological and Relativist epistemological lens was used to guide this SSR. The SEBA process involves 6 stages, including the <i>Systematic Approach, Split Approach, Jigsaw Perspective, Funneling, Analysis of evidence-based and non-data-driven literature</i>, and <i>Synthesis of the SSR in SEBA</i>.</p><p><strong>Results: </strong>In total, 7941 abstracts were reviewed, 198 full text articles were evaluated, and 83 articles were included. The analysis of the results revealed 4 key domains: (1) current guidelines, (2) manifestations, (3) contributing factors, and (4) implications. This SSR in SEBA highlights variability and gaps in current guidelines and reveals the impact of sociocultural factors on breaches in netiquette. Unsurprisingly, contextual and clinical considerations shape the contributory factors impacting lapses in netiquette and their implications.</p><p><strong>Conclusions: </strong>Based on the data accrued, this article proposes basic guidelines on netiquette and measures to support their effective employment. This includes curricular adaptations, methods of teaching and enhancing engagement with the students and faculty training. Drawing on prevailing studies, it also recommends methods of assessing netiquette, online professionalism, and the learning environment. Suggestions are also made for future areas of study.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205241255268"},"PeriodicalIF":2.0,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11851755/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143504742","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}