Journal of Medical Education and Curricular Development最新文献

{"title":"Point of Care Ultrasound Curriculum in an Internal Medicine Residency Program: 9 Years of Experience From a Teaching Hospital in the United States.","authors":"Maria A Mosetti, Roxanna J Araya, Sebastian E Leon Zambrano, Pulkit Taunk, Stefanie Brown","doi":"10.1177/23821205261465648","DOIUrl":"10.1177/23821205261465648","url":null,"abstract":"<p><strong>Background: </strong>The growing availability of portable ultrasound devices enables clinicians to enhance physical examination, improve diagnostic accuracy, promote safer procedures and reduce costs. In the United States, ultrasound education is increasingly integrated into medical training with growing demand for structured training in residency programs. Beginning in 2016, we implemented a POCUS curriculum in the Internal Medicine residency program at the University of Miami/Jackson Memorial Hospital.</p><p><strong>Objective: </strong>To describe the design and outcomes of a structured POCUS training curriculum aimed at developing resident proficiency.</p><p><strong>Methods: </strong>We conducted a prospective educational study over nine years including 314 Internal Medicine residents, who completed a two-week POCUS elective. Participants were assigned a unique code to ensure data de-identification. The curriculum comprised two sequential components: the first week consisted of didactic lectures, simulation based learning, and supervised interactive hands-on scanning: the second week offered supervised clinical real time ultrasound use. Outcomes were assessed using pre-and post-course multiple-choice tests, procedural skills checklists, and structured evaluations.</p><p><strong>Results: </strong>Faculty-assessed image acquisition and technical skills were high (mean checklist score 96.65%, SD = 4.22), demonstrating competency across ultrasound domains. Faculty ratings exceeded learner self-ratings (4.19 vs 3.69; Z = 14.09, P < .001). Knowledge scores improved from 63.83% (SD = 16.18) pre-course to 92.11% (SD = 8.79) post-course (Z = 15.36, P < .001, r = 0.87). Residents' feedback was excellent.</p><p><strong>Conclusions: </strong>Our nine-year experience suggests that a structured two-week POCUS curriculum is a feasible and effective approach for standardizing POCUS education in Internal Medicine residency programs.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261465648"},"PeriodicalIF":2.0,"publicationDate":"2026-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13332276/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148392092","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":"Interprofessional Education Between Undergraduate Medical and Midwifery Students: A Mixed-Methods Systematic Review.","authors":"Nermin Abulibda, Shukrat O Salisu-Olatunji, Clare L Gillies, Lisa Jesson, Kerri Eilertsen-Feeney, Jonathan Corne, Jayne E Marshall, Keith Nockels, Elizabeth Susan Anderson, Jeremy Howick","doi":"10.1177/23821205261455974","DOIUrl":"10.1177/23821205261455974","url":null,"abstract":"<p><strong>Background: </strong>Collaboration between doctors and midwives is critical for safe healthcare, and interprofessional education (IPE) can help ensure this. Despite emphasis on IPE, evidence on interventions specifically targeting medical and midwifery students has not been systematically synthesized. This review examined the effectiveness of IPE interventions between these professional groups and explored their educational experiences.</p><p><strong>Methods: </strong>MEDLINE, Scopus, CINAHL, Maternity and Infant Care, and PsycINFO were searched for studies (2015-2025) involving interventions targeting interprofessional communication between undergraduate medical and midwifery students. Quantitative, qualitative, and mixed-methods studies were included. Two reviewers independently screened, extracted, and appraised studies using the Mixed Methods Appraisal Tool (2018). Quantitative results were narratively synthesized and qualitative data underwent thematic analysis.</p><p><strong>Results: </strong>Sixteen studies (1,399 participants; eight countries) met inclusion criteria: five quantitative, six qualitative, and five mixed-methods studies. Interventions included simulation (most common), problem- and case-based learning, community placements, and anatomy sessions, lasting 3 hours to 3 years, delivered in-person, online, or hybrid. Quantitative findings demonstrated improvements across all six IPE domains (teamwork, roles/responsibilities, communication, learning/reflection, patient-centeredness, ethics/attitudes) with small to moderate effect sizes (standardized mean differences: 0.04-0.50). Validated instruments showed gains in collaborative attitudes, role understanding, and interprofessional skills. Qualitative synthesis revealed two main themes: facilitators of effective IPE, including enhanced collaborative learning, identity negotiation, experiential learning, and communication development, and implementation barriers such as hierarchies, scheduling, role confusion, and online delivery challenges.</p><p><strong>Discussion: </strong>This first systematic review of IPE interventions between medical and midwifery students demonstrates that structured simulation-based IPE improves collaborative competencies. Effectiveness depends on addressing professional hierarchies, and careful curriculum integration. Early IPE implementation can foster collaboration, and reduce communication-related harm in maternal care.</p><p><strong>Systematic review registration: </strong>PROSPERO CRD420251070277.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261455974"},"PeriodicalIF":2.0,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13329001/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148392006","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":"What Shapes Medical Students' Engagement With Communication Skills Learning in Tabuk- Saudi Arabia: A Cross-Sectional CSAS-Based Study.","authors":"Seham Sulieman Alhemaidi","doi":"10.1177/23821205261466411","DOIUrl":"10.1177/23821205261466411","url":null,"abstract":"<p><strong>Purpose: </strong>To examine the Communication Skills Attitude Scale (CSAS) framework as a way to identify factors associated with medical students' attitudinal engagement with communication skills training (CST) at the University of Tabuk, Saudi Arabia. To assess positive attitudes (Positive Attitude Scale; PAS) and negative attitudes (Negative Attitude Scale; NAS), and explore their associations with demographic and academic characteristics, compared attitudes across all six Bachelor of Medicine and Bachelor of Surgery (MBBS) years, and tested their associations with an attitudinal Engagement Index (EI).</p><p><strong>Methods: </strong>A quantitative cross-sectional survey was conducted during the 2023-2024 academic year among undergraduate MBBS students. A convenience sample of 179 students completed the validated 26-item CSAS. The EI was calculated as PAS minus NAS and should be interpreted as an attitudinal proxy for engagement rather than a direct measure of observable learning behaviour. Descriptive statistics, reliability testing, paired and independent-samples t tests, and one-way analysis of variance (ANOVA) with Tukey post-hoc testing were used.</p><p><strong>Results: </strong>PAS scores (mean 49.23, SD 6.89) were significantly higher than NAS scores (mean 37.42, SD 7.15; p<0.001). Female students had higher PAS and EI scores than male students. Academic-year differences were evident, with a marked decline in the fourth year. Because EI was mathematically derived from PAS and NAS (EI=PAS-NAS), PAS and NAS were not retained as independent predictors of EI in a regression model; EI was interpreted descriptively and through demographic and academic-year comparisons.</p><p><strong>Conclusion: </strong>Negative attitudes toward CST were strongly associated with lower attitudinal engagement. The transition into clinically intensive learning, particularly the fourth year, appears to be a vulnerable period. Curriculum strategies should therefore address negative stereotypes about communication skills, explicitly connect CST to clinical reasoning and assessment, and provide visible role modelling in the clinical learning environment.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261466411"},"PeriodicalIF":2.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13323660/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148377474","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":"Prevalence and Correlates of Anxiety and Depression Symptoms Among Medical Students: The Role of Student Debt Burden.","authors":"Foroozan Afsharchi, Joshua F Edwards, Kailash S Ram, Jingru Huang, Valicia Hale, Ismail El Moudden","doi":"10.1177/23821205261449382","DOIUrl":"10.1177/23821205261449382","url":null,"abstract":"<p><strong>Background: </strong>This cross-sectional study examined whether anxiety and depression symptoms decrease as medical students progress through training (suggesting adjustment disorder) or persist (suggesting chronic conditions), while identifying associated risk factors, including student debt burden and treatment effectiveness.</p><p><strong>Methods: </strong>We surveyed medical students (years 1-4) at VHS-ODU using a sociodemographic questionnaire and validated screening instruments (GAD-7 for anxiety and PHQ-9 for depression) via RedCap from September to November 2024.</p><p><strong>Results: </strong>Among 126 students, Scores were higher in Years 2-3 than in Years 1 and 4, but differences by year were not significant (GAD-7 p=0.055; PHQ-9 p=0.352). Students with a prior mental-health diagnosis had higher symptoms (GAD-7 8.09 vs 4.31; PHQ-9 10.18 vs 4.72; p≤0.001). Among those with a prior diagnosis, scores did not differ by current treatment category (GAD-7, p = 0.900; PHQ-9, p = 0.263). Higher student-loan balances were associated with higher scores (descriptive only; group Ns were unavailable for testing).</p><p><strong>Conclusion: </strong>Medical schools should prioritize proactive screening and timely access to care, bolster support during clinical training, and address financial stressors; longitudinal studies are needed to test whether such changes reduce symptom burden.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261449382"},"PeriodicalIF":2.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13329014/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148392064","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":"Students' Experiences of Presence and Learning Across Simulated and Virtual Patient Formats: A Cross-Sectional Study.","authors":"Hanna Brecheisen, Joy Backhaus, Nina Zerban, Tobias Mühling, Alexander Hann, Sarah König","doi":"10.1177/23821205261446855","DOIUrl":"10.1177/23821205261446855","url":null,"abstract":"<p><strong>Purpose: </strong>While traditional medical education emphasizes real patient interactions, practical and ethical constraints require alternatives, such as simulated patients (SPs) or virtual patients (VPs) in virtual reality. This study investigates medical students' experiential perceptions across different simulation formats within the same undergraduate medical curriculum, using a newly developed modality-spanning questionnaire.</p><p><strong>Methods: </strong>A prospective cross-sectional study was conducted with 486 medical students across four curricular courses with differing educational content and objectives (two SP-based and two VP-based courses). A study-specific questionnaire applicable across both simulation formats captured \"experience of presence\" ('embodiment', 'involvement', 'coherence') and \"experience of learning\" ('experience of competence', 'tension', 'acquisition of skills', 'enthusiasm'). Exploratory and confirmatory factor analyses were used to examine internal structure and psychometric properties of the questionnaire.</p><p><strong>Results: </strong>Analyses indicated a stable internal structure with good sampling adequacy (Cronbach's α = 0.82 for \"experience of presence\" and α = 0.66 for \"experience of learning\"). While overall perceived learning did not differ between simulation formats, format-specific experiential profiles emerged. SPs were rated higher for \"experience of presence\", particularly regarding 'involvement' (M = 4.05 vs. 2.62), whereas VPs scored higher for 'coherence' (M = 4.50 vs. 3.98). Within learning-related dimensions, SPs were associated with greater 'tension' (M = 3.57 vs. 2.71) and 'acquisition of skills' (M = 4.66 vs. 4.24), while VPs elicited higher levels of 'enthusiasm' (M = 4.57 vs. 4.03; all p < 0.001).</p><p><strong>Conclusion: </strong>This study provides insights into how medical students experience presence and learning across different simulation formats within an authentic curricular setting. While SPs appear to foster emotional engagement and perceived skill acquisition, VPs may particularly support spatial orientation and motivational aspects. Applying a single questionnaire across content-diverse courses and modalities may support educators in strategically aligning simulation formats with specific educational objectives and guiding the targeted development of curricula.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261446855"},"PeriodicalIF":2.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13323649/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148377464","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":"Adoption and Variability of Longitudinal Clinical Experiences, Including Longitudinal Integrated Clerkships, in U.S. Allopathic Medical Schools: A Comprehensive Review.","authors":"Abigail Ellstrom, Amirmohammad Shafiee, Carl Berghult, Joseph Mellberg, Winston Scambler, David Shau","doi":"10.1177/23821205261463151","DOIUrl":"10.1177/23821205261463151","url":null,"abstract":"<p><strong>Background: </strong>Longitudinal clinical experiences (LCEs) represent a broad curricular approach in medical education that emphasizes continuity of care and relationship-building with patients and healthcare teams. In contrast to traditional block-based rotations, LCEs allow students to participate in patient care across time and may include outpatient clinics, patient-following models, and longitudinal integrated clerkships (LICs). LICs represent one well-established model within the broader LCE framework, typically involving simultaneous participation across multiple specialties over months. Given the growing use and variability of longitudinal models in undergraduate medical education, this study aimed to assess the current landscape of LCE implementation, including LICs, across United States medical schools.</p><p><strong>Methods: </strong>We conducted a comprehensive survey of all accredited allopathic medical schools in the U.S., examining their curricula with a focus on LCEs including LIC implementation. Data was collected on the prevalence of longitudinal clinical programs, types of models used, and average length of programs.</p><p><strong>Results: </strong>Approximately 64% of medical schools offer some form of LCE. The majority of these programs were mandatory for students (80%), while the rest were offered as an elective option. The programs ranged from being incorporated in exclusively preclinical years, exclusively clinical years, or both. The average length of a longitudinal program was identified to be 24 months. One-third of programs implemented a traditional LIC system, while the rest incorporated longitudinal clinical experiences through a clinic attachment, a patient attachment, or some combination of the two.</p><p><strong>Conclusion: </strong>There is a trend towards increased adoption and diversification of longitudinal clinical education with LIC models and other LCEs in U.S. medical schools. When compared to a previous analysis, schools are integrating LCEs earlier. This shift reflects growing recognition of the benefits of longitudinal experiences in medical education. Future research should focus on long-term outcomes of longitudinal programs, strategies for overcoming implementation challenges, and standardization.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261463151"},"PeriodicalIF":2.0,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13319568/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148370289","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":"Raising the bar: Can an Online Module With a Validated Tool Improve Clerkship Evaluations?","authors":"Jessica Campbell, Sarah Collins, Reeni Abraham, Peggy Hsieh, Allison Ownby, Veronica Gonzalez","doi":"10.1177/23821205261463590","DOIUrl":"10.1177/23821205261463590","url":null,"abstract":"<p><strong>Introduction: </strong>Narrative evaluations are crucial components of medical education, offering valuable information about students' performance. However, the quality of narratives is often variable. Faculty development interventions to improve narrative evaluations can be time-intensive, and clerkship directors cannot mandate faculty participation. To address this challenge, this study implemented a time-efficient faculty development intervention that used the validated Narrative Evaluation Quality Instrument (NEQI) as a feedback tool to improve the quality of narrative evaluations.</p><p><strong>Methods: </strong>Eighty-nine faculty from the Ambulatory Clerkship at UT Southwestern and the Pediatrics Clerkship at McGovern Medical School were randomized to either a control group, which received no feedback on their narrative evaluations, or an intervention group, which received an educational module on enhancing narrative evaluations using the NEQI, along with individualized NEQI data via email. Pre and post NEQI scores were compared between both groups.</p><p><strong>Results: </strong>While no significant differences in pre and post NEQI scores were found between the two groups and subgroup analysis of faculty who completed the educational module also showed no statistically significant change, the module demonstrated feasibility across the two clerkships. Results revealed a positive trend toward greater specificity in narrative comments.</p><p><strong>Discussion: </strong>The lack of measurable change in NEQI scores may be attributed to the timing of the educational module or limited opportunities for direct student observation. Future research should explore the use of artificial intelligence-assisted scoring and standardized templates to prompt more detailed and actionable narrative evaluations. Clerkship directors need support for faculty education and development of novel interventions to improve the quality of narrative evaluations. Our study demonstrated that simply emailing feedback and an invitation for an asynchronous learning module did not result in measurable improvement in narrative quality.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261463590"},"PeriodicalIF":2.0,"publicationDate":"2026-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13305396/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148346724","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":"Educational Effects of Training With a Virtual Reality-Based Objective Structured Clinical Examination Software.","authors":"Ryo Touge, Isamu Saeki, Minoru Hattori, Sho Kurihara, Masato Kojima, Yukiko Honda, Eiso Hiyama, Kazuo Awai, Naoko Hasunuma, Shinya Takahashi","doi":"10.1177/23821205261450084","DOIUrl":"10.1177/23821205261450084","url":null,"abstract":"<p><strong>Introduction: </strong>Hiroshima University, in collaboration with BeRISE Corp, developed a virtual reality-based objective structured clinical examination (VR OSCE^TM) practice software, as an educational tool to enhance clinical skills. This study aimed to assess the effectiveness of training with VR OSCE^TM for medical students.</p><p><strong>Methods: </strong>Twenty medical students participated in this prospective, pre- and post-intervention study. They conducted medical interviews and physical examinations of simulated patients using VR OSCE^TM and presented their findings. Two instructing doctors assessed and scored their performance based on predefined criteria before and after training. A paired t-test was used to analyze the pre- and post-training scores of five parameters: (a) safety checks, (b) patient care, (c) medical interviews and physical examinations, (d) presentation skills, and (e) overall performance. A questionnaire survey was also administered to assess participants' perceptions of VR OSCE^TM.</p><p><strong>Results: </strong>Post-training scores significantly improved across all parameters compared with pre-training scores (<i>p</i> < 0.01). Scores for (a) safety checks (Pre: 6.0 ± 1.9, Post: 8.6 ± 1.8) and (b) patient care (Pre: 4.6 ± 1.8, Post: 7.8 ± 1.1) were close to the OSCE passing threshold prior to training. Notably, there were remarkable improvements in scores for (c) medical interviews and physical examinations (Pre: 4.1 ± 1.7, Post: 7.3 ± 1.2) and (d) presentation skills (Pre: 3.5 ± 1.3, Post: 7.0 ± 1.6). Scores for (e) overall performance (Pre: 3.8 ± 1.3, Post: 7.2 ± 1.5) mirrored these improvements. The survey indicated that all participants recognized the effectiveness of training with VR OSCE^TM as a component of OSCE certification preparation.</p><p><strong>Conclusion: </strong>This study is the first to evaluate the educational impact of VR OSCE™ training in medical students. VR-based training appears to be effective, likely due to its immersive nature. These findings suggest that VR-based digital simulation has substantial potential to enhance medical education.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261450084"},"PeriodicalIF":2.0,"publicationDate":"2026-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13305891/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148346733","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":"Medical Student Preparedness to Counsel Parents on Childhood Vaccines and Address Vaccine Hesitancy: A Cross-Sectional Survey.","authors":"Christina Hermann, Justen Aprile","doi":"10.1177/23821205261463587","DOIUrl":"10.1177/23821205261463587","url":null,"abstract":"<p><strong>Objective: </strong>Vaccine hesitancy is a significant public health concern. This study evaluated medical students' confidence in counseling parents on childhood vaccines before and after completing the pediatrics clerkship.</p><p><strong>Methods: </strong>A cross-sectional survey of 59 Penn State College of Medicine students compared pre- and post-clerkship confidence in vaccine communication. Quantitative data were descriptively analyzed; qualitative responses explored hesitancy contributors and training suggestions. The reporting of his study followed the STROBE (Strengthening The Reporting of Observational Studies in Epidemiology) guideline for cross-sectional studies.</p><p><strong>Results: </strong>Post-clerkship students reported higher confidence in discussing vaccines (79% vs. 33%), explaining schedules (62% vs. 20%), addressing risks/benefits (7% 2vs. 43%), and countering misinformation (59% vs. 37%) compared with pre-clerkship students. Several of these differences reached statistical significance. Comfort discussing vaccine safety remained low (∼44%). Students identified misinformation, politics, and social media as key hesitancy drivers and recommended standardized patient practice and formal teaching to improve preparedness.</p><p><strong>Conclusion: </strong>Pediatrics clerkship clinical exposure boosts medical student confidence in vaccine counseling. Targeted skills training is needed to address safety discussions and parental persuasion challenges.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261463587"},"PeriodicalIF":2.0,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13305800/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148346775","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":"Caring for Children in Immigrant Families and Children in Low-Income Families: A Cross-Sectional Survey of Pediatric Residents.","authors":"Palka R Patel, Mitali Thanawala, Feenalie Patel, Christina Knight, Jocelyn Mineo, Shaina M Hecht, Scott L Coven, Megan S McHenry","doi":"10.1177/23821205261460081","DOIUrl":"10.1177/23821205261460081","url":null,"abstract":"<p><strong>Background: </strong>One in four US children live in immigrant families, and 16% of US children live in poverty. To provide optimal medical care for these populations, additional knowledge and skills are needed. It is unknown whether residency training is adequately preparing physicians to care for these populations. We surveyed pediatric residents to understand if training on the needs of children in immigrant and low-income families was associated with self-reported preparedness and plans to care for these populations.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted in a large midwestern pediatric residency. Questions related to resident demographics, exposure to specific curricular components, future career plans, and residents' report of feeling prepared to care for children in immigrant families and children in low-income families. Data were analyzed using descriptive statistics and Fisher's exact test.</p><p><strong>Results: </strong>Of 158 potential responses, 96 completed surveys were analyzed (61% response rate). Residents had been interested in training programs that would allow them to care for children in immigrant families (76%) and children in low-income families (93%). Most residents (89%) felt prepared to care for children in low-income families. Fewer residents (59%) felt prepared to care for children in immigrant families. Exposure to global health lectures (p = 0.04) and cultural humility training (p = 0.02) and other global health topics was associated with residents reporting feeling prepared to care for children in immigrant families. Residents whose future career plan included care for children in immigrant families or international populations were more likely to be exposed to elective global health training opportunities.</p><p><strong>Conclusion: </strong>Pediatric residents are interested in caring for children in low-income and immigrant families. Exposure to specific global health and cultural humility training sessions was associated with feeling that residency prepared them to care for children in immigrant families and implementation of similar training into residency programs should be considered to improve care for immigrant families in the US.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261460081"},"PeriodicalIF":2.0,"publicationDate":"2026-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13265980/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148265769","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}