Journal of Medical Education and Curricular Development最新文献

{"title":"Comparing the Effect of Jigsaw and Problem-Based Teaching Methods on Learning and Satisfaction of Operating Room Students in the Gynecological Operating Room Technology Course.","authors":"Maliheh Shirzad, Neda Rashidi, Amirhossein Jamali, Ali Asghar Ghorbani, Sahar Keshvari, Hodeise Asadpour Sorkhkolaee, Fatemeh Imani, Ehsan Memarbashi, Elham Ramezanpour","doi":"10.1177/23821205261454757","DOIUrl":"10.1177/23821205261454757","url":null,"abstract":"<p><strong>Background and objective: </strong>The study tested two active teaching methods Jigsaw and problem-based learning which were used to evaluate their impact on learning outcomes and student satisfaction of operating room students who attended the Gynecological Operating Room Technology course.</p><p><strong>Materials and methods: </strong>The study was a two-group quasi-experimental design conducted during the second semester of 2023-2024. A total of 32 sixth-semester operating room students participated through census sampling. Students were assigned to two groups of 16: the intervention group received instruction using the Jigsaw method, and the control group used the problem-based learning method. Both groups attended 8 identical educational sessions. Data were collected using a 20-item multiple-choice knowledge test and a researcher-developed 16-item satisfaction questionnaire with established validity and reliability. Statistical analyses were performed using SPSS version 24, including independent t-tests, paired t-tests, and analysis of covariance (ANCOVA).</p><p><strong>Results: </strong>Both teaching methods significantly improved learning and satisfaction (p < 0.001). The Jigsaw group achieved higher post-test knowledge scores (Mean ± SD = 16.59 ± 2.36) compared with the problem-based group (15.14 ± 2.23; p < 0.01, ANCOVA), indicating a stronger effect of the Jigsaw method. Satisfaction scores increased from 18.31 ± 3.42 to 35.14 ± 4.12 in the Jigsaw group and from 20.62 ± 3.75 to 30.07 ± 4.85 in the problem-based group. No significant differences were observed between groups regarding demographic characteristics (p > 0.05).</p><p><strong>Conclusion: </strong>Both Jigsaw and problem-based methods are effective for improving learning and satisfaction in operating room students. The Jigsaw method demonstrates superior performance in team-based practical courses and is recommended for teaching collaborative skills, whereas the problem-based method is suitable for courses requiring individual research and problem-solving.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261454757"},"PeriodicalIF":2.0,"publicationDate":"2026-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13213110/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148057370","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":"Critical Care Anesthesiology Milestones 2.0: A Framework for Competency Assessment in Subspecialty Fellowship.","authors":"Edward A Bittner, Maurice F Joyce, Charles R Sims, Babar Fiza, Gretchen A Lemmink, Laura Edgar, Bhargavi Gali","doi":"10.1177/23821205261454549","DOIUrl":"10.1177/23821205261454549","url":null,"abstract":"<p><strong>Objective: </strong>The Accreditation Council for Graduate Medical Education (ACGME) introduced Milestones in 2013 to aid the assessment of residents and fellows within the framework of the six core competencies of practice. Feedback from program directors and trainees, clinical competency committee processes, and milestone reporting identified the need for modification. This study represents a consensus-driven educational quality improvement initiative which describes the development, revision process, and key features of Critical Care Anesthesiology (CCA) Milestones 2.0, and provides lessons learned in adapting competency-based assessment to a one-year subspecialty training program.</p><p><strong>Methods: </strong>A Critical Care Anesthesiology (CCA) working group was convened by the ACGME in 2021 to revise the content, enhance relevance to training, clarify goals for program leadership, and develop supplemental resources to aid implementation. The group consisted of a diverse group of experienced educators and clinicians from CCA fellowship programs nationwide. A modified Delphi process, stakeholder feedback, Milestones performance data, and public comment were used to iteratively revise Milestones. In addition, a supplemental guide was developed to provide examples and resources to aid the Milestones assessment.</p><p><strong>Conclusion: </strong>The Milestones 2.0 simplify the use, implementation, and interpretation of this competency framework for program directors, trainees, faculty, and the American Board of Anesthesiology. The resulting CCA Milestones 2.0 provide updated specialty-specific, competency-based behavioral anchors to guide the developmental progression of competencies and outcomes for CCA fellows and facilitate the design of curricula and the advancement of CCA training programs. Lessons learned in the development of the CCA Milestones 2.0 include the importance of simplification, behavioral specificity, and supplemental.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261454549"},"PeriodicalIF":2.0,"publicationDate":"2026-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13201928/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148044138","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":"Association Between Pre-Internship Examination Scores and OSCE Performance: Implications for Resource-Efficient Competency-Based Medical Education at an Iranian Medical University.","authors":"Ali Delirrooy Fard, Arash Forouzan, Shahrzad Mirnasouri, Mehdi Sayyah","doi":"10.1177/23821205261455677","DOIUrl":"10.1177/23821205261455677","url":null,"abstract":"<p><strong>Background: </strong>Competency-based medical education (CBME) requires robust alignment between theoretical knowledge assessments and clinical performance evaluations. In resource-constrained settings like Iran, conducting separate high-stakes examinations strains limited faculty, infrastructure, and budgets. This study examined the predictive relationship between pre-internship written examination scores and Objective Structured Clinical Examination (OSCE) performance, with implications for sustainable assessment redesign.</p><p><strong>Methods: </strong>Retrospective analytical study of 312 sixth-year medical students (208 female, 104 male) from OSCE sessions 17-20 (2021-2024) at Ahvaz Jundishapur University. Pre-internship scores (200-item MCQ, 0-100 scale) and OSCE scores (12 stations: 6 theoretical, 6 practical) were analyzed using t-tests, Pearson correlations, multiple regression, and quartile analysis (SPSS 26.0).</p><p><strong>Results: </strong>No gender differences emerged (pre-internship: female 66.2±7.9 vs male 64.8±8.7, P=0.18; OSCE: female 69.4±9.8 vs male 67.1±10.9, P=0.07). Strong positive correlation existed between assessments (r=0.55, 95% CI: 0.45-0.63, P<0.001, R²=0.30). Correlations persisted for theoretical stations (r=0.52) and practical stations (r=0.48), consistent across genders. Regression confirmed pre-internship as significant predictor (β=0.55, adjusted R²=0.29). Top pre-internship quartile: 38% achieved top OSCE quartile vs 9% from lowest quartile (χ²=32.1, P<0.001).</p><p><strong>Conclusion: </strong>Theoretical knowledge explains ∼30% of OSCE variance, supporting integrated curricula while highlighting needs for enhanced practical training. In Iran's resource-limited context, consolidated hybrid or programmatic assessment models could optimize efficiency, reduce costs, maintain validity, and advance sustainable CBME implementation.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261455677"},"PeriodicalIF":2.0,"publicationDate":"2026-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13198632/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148018038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artificial Intelligence in Healthcare: Awareness, Perceptions, and Future Perspectives of Palestinian Medical Students and Physicians.","authors":"Yaser Hamam, Maha AbuZarifa, Alaa Abushahla, Mohamed R Zughbur, Majd Hamam, Nada Hamam, Ola Abuolwan, Sulaiman Ewaida","doi":"10.1177/23821205261454740","DOIUrl":"10.1177/23821205261454740","url":null,"abstract":"<p><strong>Background: </strong>Artificial intelligence (AI) is transforming healthcare by improving diagnostic accuracy, streamlining workflows, and supporting clinical decision-making. While global adoption is accelerating, successful integration depends on healthcare professionals' preparedness and acceptance. In low-resource settings such as Palestine, infrastructural limitations and lack of formal AI education may influence perceptions and readiness.</p><p><strong>Objective: </strong>This study evaluates the awareness, perceptions, and future expectations of Palestinian medical students and physicians regarding AI integration in healthcare. It also explores readiness for adoption and identifies educational gaps to support effective implementation.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted among 915 participants (689 students, 226 physicians) from five universities and healthcare institutions across the West Bank and Gaza between December 2024 and January 2025. A structured, self-administered questionnaire assessed demographics, AI awareness, perceptions, and future perspectives. Data were analyzed using descriptive statistics. Ethical approval was obtained from Al-Azhar University.</p><p><strong>Results: </strong>Of the 915 respondents (689 students, 226 physicians), most had limited AI exposure-85.8% never attended AI-related events and 93.3% lacked curriculum coverage. Physicians showed higher event attendance (24.3%) than students (10.9%) (χ²(2) = 25.26, p < 0.001, Cramér's V = 0.17). While 82.3% were aware of AI's benefits, 78.4% couldn't name any medical AI software. Attitudes were generally positive: 59.3% agreed AI improves outcomes, and 83.6% supported formal AI training. Interest in AI careers was expressed by 40.8%, with radiology (54.6%) and health information management (60.6%) seen as key future applications.</p><p><strong>Conclusions: </strong>Palestinian medical students and physicians show growing interest in AI despite limited formal education and practical exposure. Both groups view AI as a supportive tool rather than a replacement for clinical judgment, while expressing concerns about ethical risks and technical limitations. Tailored educational strategies are essential to bridge knowledge gaps and promote responsible AI integration into medical practice.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261454740"},"PeriodicalIF":2.0,"publicationDate":"2026-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13195249/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148018026","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":"Psychological Resilience Among Vocational Medical Students in China: The Mediating Role of Professional Identity in the Relationship With Ideological and Political Education Experience.","authors":"Xiaodong Xu, Guoming Wang, Ying Liu, Xu Li","doi":"10.1177/23821205261452080","DOIUrl":"10.1177/23821205261452080","url":null,"abstract":"<p><strong>Objective: </strong>This study aimed to examine the current status of psychological resilience among students in medical vocational colleges and its associations with professional identity, perceived stress, self-efficacy, and social support, and to test a mediation model involving professional identity.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted among 2,274 medical vocational college students. Standardized scales were used for measurement. Data were analyzed using descriptive statistics, t-tests, ANOVA, Pearson correlation, multiple linear regression, and structural equation modeling.</p><p><strong>Results: </strong>The average psychological resilience score among participants was moderate. Significant differences were observed across gender, grade level, and family background (p < 0.05). Psychological resilience showed significant associations with professional identity, self-efficacy, social support, and perceived stress. Multiple regression analysis revealed that self-efficacy and social support were the strongest predictors of resilience. Structural equation modeling further showed that professional identity partially mediated the association between ideological and political education experience and psychological resilience, with acceptable model fit (χ²/df = 2.47, RMSEA = 0.053, GFI = 0.926, CFI = 0.938).</p><p><strong>Conclusion: </strong>Psychological resilience among medical vocational college students is influenced by individual, professional, and social factors. Targeted interventions to strengthen professional identity, self-efficacy, and social support may effectively improve students' resilience, thus promoting better mental health and academic performance.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261452080"},"PeriodicalIF":2.0,"publicationDate":"2026-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13191127/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148018073","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":"Effectiveness of Task-Trainer Simulation Versus Peer Education on Nursing Students' Learning Outcomes in Mechanical Ventilation: A Randomized Controlled Trial.","authors":"Asma Razaghi, Zahra Farsi, Reza Momen, Seyedeh Azam Sajadi","doi":"10.1177/23821205261453492","DOIUrl":"10.1177/23821205261453492","url":null,"abstract":"<p><strong>Introduction: </strong>Learning mechanical ventilation principles can reduce patient complications. This study examined the effects of task-trainer simulation and peer education on nursing students' knowledge, clinical performance, and action speed related to basic principles of mechanical ventilation (BPMV).</p><p><strong>Methods: </strong>This three-arm randomized controlled trial (2023-2024) included 60 students in Tehran, Iran. Students who were purposively selected and randomly assigned to task-trainer simulator training (n=20), peer education (n=20), and control (n=20) groups. BPMV was taught to the first group using a task-trainer simulator by a researcher, and to the second by two trained peer students. Data were collected using validated knowledge and skill assessment tools for BPMV.</p><p><strong>Results: </strong>The students' knowledge (<i>P</i>=.122) and performance (<i>P</i>=.149) mean scores in the experimental groups did not differ significantly immediately after the education, but one month after the intervention, the educational groups were higher than the control group (<i>P</i><.0001). Also, immediately after the education, the speed of action of students in the simulation group was significantly higher than that of the peer education group (<i>P</i><.0001). One month after the intervention, the speed of action of the simulation and peer education groups was higher than that of the control group (<i>P</i><.0001). After the intervention, the average scores of knowledge, performance, and speed of action of students in the simulation group were better than those of the peer group, and the peer education group was better than the control group.</p><p><strong>Conclusion: </strong>Both task-trainer simulation and peer-based, student-centered training improve nursing students' knowledge, performance, and response speed in managing BPMV. However, simulation leads to faster, immediate action and greater overall gains than peer education in this setting. It is recommended to use these useful methods to increase learning outcomes.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261453492"},"PeriodicalIF":2.0,"publicationDate":"2026-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13187392/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147989395","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":"Effectiveness of a Specialty-Focused, Outpatient-Based Case Teaching Model in Residency Training for Metabolic Dysfunction-Associated Steatotic Liver Disease.","authors":"Wei Li, Hongye Shang, Wentao Zhang, Xiangjin Liu, Jingfeng Zhao","doi":"10.1177/23821205261453755","DOIUrl":"10.1177/23821205261453755","url":null,"abstract":"<p><strong>Background: </strong>Metabolic dysfunction-associated steatotic liver disease (MASLD) has become one of the most prevalent chronic liver diseases worldwide and requires comprehensive clinical management involving risk stratification, longitudinal assessment, and integrated decision-making. Developing residents' clinical reasoning and stratified management competence remains a challenge in traditional residency training, which often relies on fragmented case exposure. This study aimed to evaluate the effectiveness of a specialty-focused, outpatient-based case teaching model embedded in a MASLD clinic for residency training. MASLD was used as a representative context of chronic disease management to evaluate a specialty-focused, outpatient-based case teaching model applicable to residency training.</p><p><strong>Methods: </strong>This quasi-experimental teaching quality improvement study included 232 residents rotating through a hepatology department between November 2024 and October 2025. Participants were allocated to a traditional teaching group (n = 104) or a specialty clinic-based case teaching group (n = 128) according to rotation arrangements. The intervention integrated authentic outpatient cases with on-site demonstration, structured reflection, and integrated clinical decision-making. Teaching outcomes were assessed across multiple domains, including theoretical knowledge, clinical skills, diagnostic and stratification ability, clinical reasoning, traditional Chinese medicine (TCM) pattern differentiation, and teaching satisfaction. Group comparisons were performed using independent-sample <i>t</i> tests and chi-square tests.</p><p><strong>Results: </strong>Residents in the specialty clinic-based teaching group achieved significantly higher scores than those in the traditional group across all continuous outcome measures, including theoretical knowledge, clinical skills, diagnostic and stratification ability, clinical reasoning, TCM pattern differentiation, and teaching satisfaction (all <i>P</i> < 0.001). Skill assessment pass rates and the proportion of residents achieving an overall performance rating of \"good or above\" were also significantly higher in the specialty group. Subgroup analysis showed no significant differences between undergraduate and postgraduate residents within the traditional group. In contrast, within the specialty teaching group, postgraduate residents demonstrated significantly higher diagnostic and stratification scores than undergraduate residents (<i>P</i> = 0.030).</p><p><strong>Conclusions: </strong>This study suggests that a specialty-focused, outpatient-based case teaching model embedded within a MASLD clinic may improve residents' clinical competence and learning satisfaction compared with traditional teaching approaches. It may also support stratified training and serve as a practical complement to residency education in chronic disease management settings.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261453755"},"PeriodicalIF":2.0,"publicationDate":"2026-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13187385/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147989412","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":"Corrigendum to \"Social Learning Theory and Social Cognitive Theory in Healthcare Simulation - A Narrative Review\".","authors":"","doi":"10.1177/23821205261452451","DOIUrl":"10.1177/23821205261452451","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.1177/23821205261443554.].</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261452451"},"PeriodicalIF":2.0,"publicationDate":"2026-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13176548/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147965022","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":"Emotional Intelligence, a Step Further on Empathy and Leadership Skills of Future Doctors: A Cross-Sectional Study on Undergraduate Medical Students of Pakistan.","authors":"Ambreen Surti, Muhammad Raza Sarfraz, Ambreen Usmani, Abdul Rehman, Maryam Tariq, Hiya Huq","doi":"10.1177/23821205261447952","DOIUrl":"10.1177/23821205261447952","url":null,"abstract":"<p><strong>Background: </strong>Emotional intelligence (EI), empathy, and leadership are essential competencies in medical training, yet evidence from lower-middle-income countries such as Pakistan is limited. This study assessed EI among medical students and examined its association with empathy, authentic leadership, and sociodemographic factors.</p><p><strong>Methods: </strong>This cross-sectional study included 264 undergraduate medical students (years 2-5). EI was assessed using the Quick EI Scale measuring Emotional Awareness (EA), Emotional Management (EM), Social Emotional Awareness (SEA), and Relationship Management (RM). Empathy was evaluated using the Jefferson Scale of Empathy-Student Version (JSE-S), and leadership was measured using the Authentic Leadership Self-Assessment Questionnaire (ALQ) assessing Self-Awareness (SA), Internalized Moral Perspective (IMP), Balanced Processing (BP), and Relational Transparency (RT). Associations were analyzed using chi-square tests, ANOVA, and Spearman's correlation (p<0.05).</p><p><strong>Results: </strong>Participants showed balanced gender representation (male: 49.6%, female: 50.4%) and were predominantly aged 21-23 years. Age and ethnicity demonstrated significant effects across multiple EI domains, with younger students showing higher EA (p=0.05) and SEA (p<0.001), while ethnicity significantly influenced EA (p=0.05), SEA (p=0.01), and RM (p<0.001). Extracurricular participation improved EM (p=0.03) and RM (p=0.03). In leadership domains, age affected SA (p=0.05), and ethnicity significantly predicted SA (p=0.05). Extracurricular involvement strongly enhanced IMP, BP, and RT (all p<0.001). Empathy increased with age (p<0.001), was higher among females (p=0.01), and was associated with autonomous career choice (p<0.001) and extracurricular participation (p<0.001). Academic year affected EA and empathy (p<0.001), with a U-shaped pattern final year students achieved highest scores (106.99±17.19) while fourth year showed lowest (93.89±19.49). EI correlated strongly with leadership, SEA most with empathy, and SA, BP, RT were significantly linked to empathy.</p><p><strong>Conclusion: </strong>EI, empathy, and leadership are interrelated competencies shaped by demographic, academic, and extracurricular factors. Incorporating structured EI and leadership development into medical curricula may help cultivate compassionate, emotionally intelligent physician-leaders.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261447952"},"PeriodicalIF":2.0,"publicationDate":"2026-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13172702/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147964962","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":"Geographic Mobility of Urology Graduates From Residency to First Practice in the United States.","authors":"Mikhil Patel, Chakravarthy Nulu, Raag Patel, Sriharsha Sripadrao, Rohan Vuppala, Nikhil Jaganathan, Bradley Morganstern, Sherita King, Martha Terris","doi":"10.1177/23821205261450083","DOIUrl":"10.1177/23821205261450083","url":null,"abstract":"<p><strong>Background: </strong>Geographical mobility of Urologists plays a crucial role in shaping regional healthcare systems; however prior research often overlooks mobility patterns of Urology trainees. In comparing distances traveled during career transitions and initial practice locations in relation to residency training sites, we hope to address gaps in understanding how training environments and social factors influence professional trajectories and discrepancies in care.</p><p><strong>Methods: </strong>Data on U.S. Urology Residency Graduates (UGs) from 2020 to 2023 was obtained from ACGME-accredited residency programs in 2025. Authors utilized a website analysis to collect location and training data from January 2023 through September 2023. First attending positions were identified by students through residency program alumni pages, Google/LinkedIn, and when available, linked institutional physician profiles. Primary outcomes were regional retention rates, travel distances, and socioeconomic drivers (analyzed by multivariate regression) during transitions from medical school to residency (T1), residency to fellowship (T2), and residency to the first attending position (T3). Retention rates were stratified by NIH funding status (top 50 NIH-funded schools vs. non-top 50).</p><p><strong>Results: </strong>A total of 659 Urology graduates (UGs) were examined. The Northeast retained the most UGs during T1 but retained the lowest UGs during T2 and T3. The West retained the highest UGs during T2 and T3 and consistently retained over half of their UGs during each transition. More UGs from T50NIH travelled over 500 miles (39%) than NonT50NIH (36%) during T1. Additionally, UGs from T50NIH institutions demonstrated higher T3 mobility. UGs took attending offers in areas with predominantly Caucasian populations, lower minority populations, less physicians, and more rurality compared to their training locations.</p><p><strong>Conclusions: </strong>The heightened T2 mobility may be due to specialized training at select institutions, while lower T3 mobility highlights shifting priorities as UGs transition to long-term career establishment. Higher T3 mobility from T50NIH institutions suggest graduates from research intensive institutions were more willing to relocate farther distances for their first attending positions. Increased rurality during T3 was demonstrated compared to T1 and T2, which are centered around urban training environments. The findings highlight the importance of strategically aligning urology workforce distribution with regional healthcare needs.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261450083"},"PeriodicalIF":2.0,"publicationDate":"2026-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13167273/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147943181","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}