Journal of Medical Education and Curricular Development最新文献

{"title":"Primary Care Senior Seminar: An Advanced Skills, Leadership, and Career Training Model.","authors":"Isabel Edge, Ilana Simon Greenberg, Jo Marie Reilly","doi":"10.1177/23821205251335995","DOIUrl":"https://doi.org/10.1177/23821205251335995","url":null,"abstract":"<p><strong>Background: </strong>The traditional medical school curriculum has offered few opportunities to enhance and support interest in primary care (PC), particularly for medical students who have completed their core clinical clerkships. The Primary Care Senior Seminar (PCSS) is a 4-week course at the Keck School of Medicine for post-clerkship medical students consisting of clinical and didactic experiences, leadership training, skills-based workshops, and exploration of community-based health resources. The PCSS curriculum teaches critical PC concepts and skills to further motivate and solidify student interest in PC careers. This study examines the impact of the PCSS on medical students' knowledge and confidence in foundational PC skills and their future residency plans.</p><p><strong>Methods: </strong>Thirty-six medical students enrolled in the PCSS completed a pre- and post-survey. Quantitative analysis was conducted in Qualtrics and Excel with significance at P < 0.05.</p><p><strong>Results: </strong>Students participating in the PCSS gained significant knowledge and skills in foundational PC areas including patient communication, healthcare systems, preventive medicine, chronic illness management, in-office procedures, quality improvement (QI), and leadership. Additionally, participation in the PCSS appeared to support and motivate students to pursue PC careers. At the end of the course, students who entered feeling confident they would pursue a PC career remained confident in their decision, and many students who were initially undecided became more committed to PC.</p><p><strong>Conclusions: </strong>The PCSS can serve as a replicable model for implementing a PC curriculum that will help medical schools train more highly skilled PC doctors and motivate undecided student to pursue PC careers.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251335995"},"PeriodicalIF":2.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12062653/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054322","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":"Increasing Medical Students Clinical Training Capacity Through the Establishment of Dedicated, Academic Out-patients' Clinics. The Case of NAC-Neurology Academic Clinic in a Tertiary Medical Center.","authors":"Daniela Noa Zohar, Vered Robinzon, Roni Loebenstein, Yuval Levy, Shachar Shapira, Nicola Maggio, Gad Segal","doi":"10.1177/23821205251335134","DOIUrl":"https://doi.org/10.1177/23821205251335134","url":null,"abstract":"<p><strong>Objectives: </strong>A global shortage of healthcare professionals emphasizes the need for expanded clinical training capacity of medical students worldwide. Patient-centered clinical teaching, the pillar of clinical education, has become the main challenge for medical educators, in all clinical disciplines. The solution will, inevitably come, in three dimensions: elongation of learning hours throughout daytime and during evenings, extending from hospital-based education to community clinics and assimilating a larger volume of simulative training.</p><p><strong>Methods: </strong>The embodiment of two of three dimensions (extension along the day and to clinics-based teaching) is realized in our NAC-Neurology Academic Clinic: a teaching-centered complex of ambulatory neurology clinics, functioning within a tertiary medical center in the afternoon and evening hours.</p><p><strong>Results: </strong>Establishment of NAC enabled us to extend our patient-centered clinical teaching, during a 40-week teaching year, to: (A) a larger audience of medical students, with up to 320 students annually, experiencing high-quality, personalized teaching; (B) significantly shortening patients' waiting lists to highly demanded specialized neurologists with an average shortening of 90 days for the NAC patients; (C) enable our in-house physicians to become \"full timers\" on an educational basis with financial incentives, potentially increasing their yearly salaries by 14,000$, along with extended academic credits and considerable contribution to future generations.</p><p><strong>Conclusion: </strong>The NAC model, described in this article, is considered successful and is currently duplicated to other clinical disciplines including infectious diseases, gastroenterology, and psychiatry.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251335134"},"PeriodicalIF":2.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12062585/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144001027","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":"Perspectives on When to Schedule the EM Clerkship and Its Effect on Students in an Environment of Changing Curricula.","authors":"Matthew Van Ligten, Drew Barron Kraus, Douglas Rappaport, Lauren Querin, Wayne A Martini","doi":"10.1177/23821205251331272","DOIUrl":"https://doi.org/10.1177/23821205251331272","url":null,"abstract":"<p><strong>Purpose: </strong>This study investigates medical students' opinions on the optimal timing for taking the emergency medicine (EM) clerkship and its effects on preparedness for subsequent clerkships and the USMLE (United States Medical Licensing Examination) Step 2 examination.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted among third- and fourth-year students at the Mayo Clinic Alix School of Medicine. The survey collected opinions on the optimal timing for the EM clerkship and its impact on self-efficacy as well as perceived preparedness for future clerkships and the USMLE Step 2 examination.</p><p><strong>Results: </strong>Only 5% of third-year EM clerkship students felt they would have been more prepared in their fourth year. Conversely, 70% of fourth-year students believed they were more prepared than if they had taken it in their third year. Students were evenly split on if an earlier EM clerkship would have been helpful for subsequent clerkships. 88% of pre-USMLE Step 2 students found it helpful for Step 2, while 37% of post-USMLE Step 2 students felt it would have helped their preparedness. Additionally, 96% of students stated the EM clerkship increased their confidence in seeing patients. 43% of those who took the clerkship in their fourth year reported they would have considered EM as a specialty had they taken it earlier. Most students recommended taking the EM clerkship during the second 6 months of clerkships.</p><p><strong>Conclusion: </strong>There are mixed opinions among medical students regarding the helpfulness of taking the EM clerkship earlier for subsequent clerkships and USMLE Step 2 preparedness. However, the majority recommend taking the EM clerkship earlier. A significant proportion of participants would have considered EM as a specialty if they had taken the clerkship earlier. Furthermore, 96% reported increased self-efficacy. Therefore, encouraging students to take the EM clerkship earlier may increase self-confidence and allow for earlier career exploration.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251331272"},"PeriodicalIF":2.0,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12059420/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144049501","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 Case-Based and Lecture-Based Learning Methods in Pharmacology Teaching: Assessing Learning Outcomes, Memory Retention, and Student Satisfaction at the College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia.","authors":"Razaz Abdulaziz Felemban, Muhammad Anwar Khan, Nouf Sulaiman Alharbi","doi":"10.1177/23821205251332814","DOIUrl":"10.1177/23821205251332814","url":null,"abstract":"<p><strong>Background: </strong>Teaching pharmacology is challenging due to its complex content and extensive terminology. Traditional lecture-based learning (LBL) limits engagement and retention, while case-based learning (CBL) uses real-world scenarios to improve critical thinking. Although prior research has explored CBL's impact in pharmacology education, few studies directly compare CBL and LBL in terms of memory retention and student satisfaction over a prolonged period. This study addresses this gap by comparing both methods over 4 weeks.</p><p><strong>Methods: </strong>Two educational sessions, unrelated to the curriculum or block assessments, were conducted with third- and fourth-year preclinical medical students, where basic pharmacology is delivered. Students were randomly assigned to either LBL or CBL for each session. Short-term retention was assessed immediately after the sessions, while long-term retention was evaluated 4 weeks later using multiple-choice questions designed to measure recall and cognitive understanding. Additionally, a general electronic survey was conducted to evaluate student satisfaction.</p><p><strong>Results: </strong>Comparative analysis revealed notable patterns in retention and knowledge acquisition. Short-term retention was slightly higher in the LBL group (mean 7.94, SD 1.51) than in the CBL group (mean 7.30, SD 1.60), though the difference was not statistically significant (<i>P</i> = .076). Conversely, long-term retention was slightly higher in the CBL group (mean 6.95, SD 1.87) than in the LBL group (mean 6.22, SD 1.88), but this difference was also not significant (<i>P</i> = .095). Within-group analysis, the results showed a significant decline in long-term retention for knowledge-based questions in LBL, while CBL maintained retention over time (<i>P</i> < .001). No significant differences in cognition or satisfaction were observed.</p><p><strong>Conclusions: </strong>CBL enhances long-term retention and knowledge acquisition, supporting its integration into pharmacology education. Further research should explore its broader application in medical curricula.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251332814"},"PeriodicalIF":2.0,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12069955/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144052970","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 Comparative Study on Assessing the Summative Assessments Before and After Implementing Competency-Based Medical Education in India.","authors":"Arijit Datta, Preeti Tiwari, Dhara Goswami, Darshan Galoria, Prashant Verma","doi":"10.1177/23821205251333194","DOIUrl":"https://doi.org/10.1177/23821205251333194","url":null,"abstract":"<p><strong>Introduction: </strong>Competency-Based Medical Education [CBME] is a framework for organizing medical education programs that emphasize ongoing assessments to monitor learners' progress. Implemented by the erstwhile Medical Council of India since the 2019-2020 academic year, this approach has influenced undergraduate summative assessments for Forensic Medicine. To assess the implementation, effectiveness, and alignment of the new curriculum with the goals of medical education, it is necessary to compare summative assessment question papers of undergraduate MBBS students from 2017 to 2020.</p><p><strong>Methodology: </strong>Researchers evaluated 32 summative examination question papers from eight medical universities across India, categorizing them into structured, non-structured, and action verb-based categories, according to Bloom's revised taxonomy's cognitive domain (remember, understand, apply, analyze, evaluate, and create). They compared the data with the pre- and post-implementation benchmarks of the CBME curriculum of the National Medical Commission (NMC) from the 2019 batch MBBS program.</p><p><strong>Results: </strong>Most universities used unstructured questions and most marks were allocated to remember the levels of the cognitive domain. It was also found that marks were skewed towards specific topics in all universities, leading to inappropriate sampling and coverage of the competencies. The study also revealed that core areas, such as medical jurisprudence and toxicology, were inappropriately assessed.</p><p><strong>Conclusion: </strong>The quality of the summative exam questions in Forensic Medicine and Toxicology subjects was poor and not aligned with the CBME, highlighting the need to assess the clarity and utility of blueprints currently employed by universities.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251333194"},"PeriodicalIF":2.0,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12059416/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144033943","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 Novel Platform for Case-Based Learning in the Clinical Endodontics Training: Feasibility Study.","authors":"Yuxiu Lin, Rui Zhang, Wei Zhang, Weiwei Qiao, Fushi Wang, Li Wang","doi":"10.1177/23821205251334318","DOIUrl":"https://doi.org/10.1177/23821205251334318","url":null,"abstract":"<p><strong>Background: </strong>Case-based learning (CBL) is currently used in multiple health-care settings around the world. Case Sharing is a WeChat mini-program created by the Chinese Medical Association Publishing House, providing a platform for doctors to record, discover, and discuss clinical cases, allowing cases to be widely disseminated and realize greater value. This research study evaluates, for the first time, the feasibility of utilizing the Case Sharing platform for CBL in our clinical endodontics training.</p><p><strong>Methods: </strong>The CBL on Case Sharing consists of 4 modules: (1) Residents upload cases to the Case Sharing platform; (2) All residents independently study the cases in advance, formulate questions related to the cases, and propose potential diagnoses and treatment plans; (3) Online meetings for group discussions are conducted; (4) Teachers in every group provide a summary. The participants in the CBL course were 48 residents (1st-, 2nd-, 3rd-year residents) at the School of Stomatology, Wuhan University, China. Then, a 12-item electronic questionnaire was distributed to 48 residents.</p><p><strong>Results: </strong>The majority of participants exhibited positive attitudes toward the CBL course on Case Sharing platform, attributing its value to the collaborative learning experience that facilitated a faster acquisition and understanding of common diseases of endodontics.</p><p><strong>Conclusions: </strong>The Case Sharing platform, as described, breaks through the spatial and temporal constraints of traditional CBL. Residents can gain insight into others' perspectives, enriching their clinical perspectives from multiple angles. Our experience indicates that the application of Case Sharing on CBL contributed to the authentic practice of the endodontics clinical course.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251334318"},"PeriodicalIF":2.0,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12059410/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144002262","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 Did You Learn?\" - An Alternative Narrative Approach to Student Evaluations of Teaching.","authors":"Gunnar Tschudi Bondevik, Eivind Alexander Valestrand, Monika Kvernenes","doi":"10.1177/23821205251332816","DOIUrl":"https://doi.org/10.1177/23821205251332816","url":null,"abstract":"<p><strong>Objective: </strong>In medical education, student evaluations of teaching (SETs) are commonly used as part of the quality assurance system. There are, however, concerns about the usefulness of traditional questionnaire-based SETs, as they have been found to correlate with factors unrelated to teaching quality. This article explores potential benefits of using an alternative method, shifting the students' focus from evaluating the teaching to examining perceived learning outcomes.</p><p><strong>Methods: </strong>In 2023, we invited third and sixth year medical students at the University of Bergen, Norway, to write a reflection on their learning outcomes after completing a four days communication course and a two days consultation course, respectively. The 179 narratives were analysed qualitatively with a focus on what students chose to highlight, and how their reflections shed light on the quality of teaching. We also invited four teachers to read the students' texts and report back on the usefulness of this approach to SETs.</p><p><strong>Results: </strong>Based on systematic text condensation we found that student narratives provided insights into learning activities, learning environment, learning outcomes and learning to be a doctor. The teachers advocated that producing the narratives might be beneficial for the students' learning. They also valued the change in focus from teaching to learning, and the comprehensive information this approach to SET provided.</p><p><strong>Conclusions: </strong>Our findings suggest that, although the narrative approach to SETs is time-consuming, it provides the teachers with insight into the effectiveness of their teaching. Moreover, asking students to reflect on their learning outcomes may also benefit students.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251332816"},"PeriodicalIF":2.0,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12062633/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144049497","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":"Classroom Debate as a Pedagogical Method to Explore the Relationship Between the Medical System and Patient Community Members.","authors":"Naeema Hopkins-Kotb, Elizabeth Janiak, Alex S Keuroghlian, Deborah Bartz","doi":"10.1177/23821205251329720","DOIUrl":"https://doi.org/10.1177/23821205251329720","url":null,"abstract":"<p><p>There are multiple complexities within the practice of medicine wherein the vantage of the medical community might be limited or in direct conflict with the vantage of a patient population. Reproductive justice (RJ) is a framework developed from the vantage of Black women's health activists to identify and address inequitable reproductive health outcomes, consider the intersection of reproductive rights and social justice, and center the experiences of historically marginalized communities. Using the contemporary example of the federal Medicaid Sterilization Form, we highlight how the pedagogy of classroom debate can teach medical students to engage thoughtfully with the complex intersection between community population perspectives and the medical profession's advocacy for standardized provision of health services. Debate has long-standing use in education and can build core medical student communication and professionalism competencies while facilitating active learning around complex medical care topics. However, it can have limited efficacy without careful attention to the development of a psychologically safe learning environment and the inclusion of nuanced and diverse perspectives. Herein, we share our debate curriculum and demonstrate how this approach aligns with the community-developed RJ framework that recognizes systems outside medicine that contribute to reproductive outcomes. Our method encourages students to critically evaluate existing literature for authorship, representation, and community participation-a crucial practice for all students to understand the importance of equity in medical research development and healthcare.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251329720"},"PeriodicalIF":2.0,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12035015/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144052884","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 a Near-peer Advising Program During the Obstetrics and Gynecology Clerkship Improves Students' Experience.","authors":"Zoe A Kibbelaar, Jaya Prakash, Logan Mauney, Andrea Pelletier, Trinity I Russell, Grace W Cavanaugh, Roxanna Haghighat, Rachel Herz-Roiphe, Rachel E Stoddard, Gregory T Woods, Celeste S Royce, Trevin C Lau, Deborah Bartz, Natasha R Johnson","doi":"10.1177/23821205251328252","DOIUrl":"10.1177/23821205251328252","url":null,"abstract":"<p><strong>Objectives: </strong>Near-peer advising (NPA) is an effective intervention to address gaps in medical education by pairing advisees with advisors of similar social, educational, and professional levels.</p><p><strong>Methods: </strong>We implemented an NPA program within a core obstetrics and gynecology (OBGYN) clerkship. The near-peer advisor's role was to lead orientation sessions, send clerkship resources, provide mid- and end-clerkship in-person check-ins, and serve as a feedback liaison between students and clerkship leadership. A postclerkship survey explored how the NPA program impacted clerkship students' learning and experience including setting up for clinical success, implementing feedback, developing an organizational system, providing study resources, navigating interpersonal relationships, and understanding clerkship logistics. Descriptive statistics were reported and qualitative themes were identified using content analysis.</p><p><strong>Results: </strong>At the three clerkship sites there were 179 students who completed the OBGYN clerkship between February 2022 and March 2023. Of those, 36 (20.1%) completed the postsurvey and 22 (61.1%) of clerkship students reported the NPA program had a positive impact on their clerkship experience. The program helped students perform successfully in clinical settings (n = 18, 54.5%), implement feedback (n = 9, 27.3%), develop an organizational system for studying (n = 13, 39.4%), access study resources (n = 19, 57.6%), navigate interpersonal relationships (n = 7, 21.2%) and understand clerkship logistics (n = 14, 42.4%). Qualitative themes included clearer orientation, improved studying preparedness, and providing safety-net resources.</p><p><strong>Conclusion: </strong>The majority of clerkship students found NPAs a useful resource to assist them in effectively participating in the OBGYN clerkship, developing an organizational system of learning, and navigating team dynamics. NPA interventions are a feasible, effective, and accessible method to improve student experience in the core OBGYN clerkship.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251328252"},"PeriodicalIF":2.0,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11970057/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143796593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Optimal Group Sizes for Learning in Medical Simulation: A Systematic Review.","authors":"Cassandra Mackey, Simi Jandu, James Fidrocki, Tyler Raduzycki, Jennifer Carey","doi":"10.1177/23821205251327287","DOIUrl":"10.1177/23821205251327287","url":null,"abstract":"<p><strong>Objectives: </strong>Simulation is an effective teaching method that improves learner competence and confidence. Optimizing group size balances efficiency without sacrificing efficacy. While simulation technology is widely used in medical education, no standard for learner group size exists. This study investigates the optimal group size for simulation, aiming to identify best practices that maximize efficiency and efficacy in learning environments.</p><p><strong>Methods: </strong>This systematic review adheres to Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines. A team of emergency medicine educators screened citations and reviewed relevant full-text articles. Inclusion criteria focused on group sizes with the best outcomes. Quality assessment employed the Medical Education Research Study Quality Instrument approach to evaluate evidence.</p><p><strong>Results: </strong>Thirty-four articles were identified; 17 were deemed relevant for full-text review. The studies varied in methods, including prospective and retrospective reviews, mixed methods, and randomized controlled trials. Smaller groups improved outcomes, with an ideal size dependent on learning objectives. Five studies suggested groups of up to 4 learners were optimal, with mixed results on the exact number. One study identified 6 as the ideal group size. Debriefing was effective in larger groups, while procedural skills were best taught in groups of 2 to 4 learners.</p><p><strong>Conclusion: </strong>This review suggests smaller group sizes are more effective for efficiency, knowledge, and confidence. For procedural skills, groups of 2 to 4 are most effective, and effectiveness declines with more than 6 participants. Smaller groups allow for more hands-on learning and cognitive engagement. While clinical skills can be taught in larger groups, learners favor smaller groups for debriefing and complex scenarios. Effective curriculum planning should account for available resources, the type of simulation, and the material being taught, with group sizes adjusted to optimize learning outcomes.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251327287"},"PeriodicalIF":2.0,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11970070/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143796454","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}